celtic celtic: a journal of culture, english language teaching, literature and linguistics celtic: a journal of culture, english language teaching, literature, and linguistics is published biannually every june and december (p-issn: 2356-0401, e-issn: 2621-9158) presenting articles on culture, english language teaching, literature, and linguistics. contents include analysis, studies, application of theories, research reports, material development, and book reviews. celtic was first published in june 2014. chief editor bayu h. wicaksono, m.ed., ph.d., university of muhammadiyah malang editors lungguh ariang bangga, m. app.ling., ahmad dahlan university, indonesia lazuar azmi zulferdi, m. app.ling., ahmad dahlan university, indonesia sri rejeki murtiningsih, ph.d., university of muhammadiyah yogyakarta, indonesia tono suwartono, ph. d., university of muhammadiyah purwokerto, indonesia dr. moh. hasbullah isnaini, m.pd., university of brawijaya, indonesia puji sumarsono, m.pd. university of muhammadiyah malang, indonesia santi prastiyowati, m.pd. university of muhammadiyah malang, indonesia reviewers willy renandya, ph.d, nanyang technology university, singapore dr. yudhi arifani, university of muhammadiyah gresik, indonesia dr. ikhsanuddin, tanjung pura university, indonesia healty susantiningdyah, m.appling., university of east kalimantan, indonesia merina devira, m.a., samudera university, indonesia firqo amelia, m.a., abdurrachman saleh university, indonesia saefurrohman, ph.d., university of muhammadiyah purwokerto, indonesia dr. estu widodo, m.hum., university of muhammadiyah malang, indonesia dr. fardini sabilah, m.pd., university of muhammadiyah malang, indonesia dwi poedjiastutie, m.a., ph. d., university of muhammadiyah malang, indonesia dr. sudiran, m.hum., university of muhammadiyah malang, indonesia riski lestiono, m.a., university of muhammadiyah malang, indonesia eka listianing rahayu, m. app.ling., state polytechnic of malang, indonesia, alimin adi waluyo, m. app.ling., university of muhammadiyah malang, indonesia rafika rabba farah, m.ed., university of muhammadiyah malang, indonesia adityo, m.a., university of muhammadiyah malang, indonesia rosalin ismayoung gusdian, m.a., university of muhammadiyah malang, indonesia agista nidya wardani, s.s., s.pd. m.a., university of muhammadiyah malang, indonesia managing editors nina inayati, m.ed., university of muhammadiyah malang, indonesia masyhud, m. pd., university of muhammadiyah malang, indonesia copy editor triastama wiraatmaja, m.si. university of muhammadiyah malang, indonesia website & cover designer prihadi dwi nurcahyanto, m.pd. correspondence: address: celtic editorial team, english language education department, faculty of teacher training and education, university of muhammadiyah malang. jl. raya tlogomas no. 246 malang 65144, east java, indonesia. email: celtic@umm.ac.id telephone: +62-341-464318 ext. 121. fax no: +62-341-460435 published and copyright by umm press, malang © 2020 celtic p-issn: 2356-0401 e-issn: 2621-9158 celtic: a journal of culture, english language teaching, literature and linguistics 1. exploring the integrations of mall into efl learning for indonesian secondary schools bramy biantoro……………….………………………………..….……….….102-117 2. conversation analysis: turn-taking mechanism and power relation in classroom setting candrika citra sari ……………………………………………………………118-136 3. integration of “write and improve” awe tool into efl at higher educational establishment: case study kateryna karpova……………..………………………..…………..……….....137-150 4. the morpho-phonemic processes in indonesian advertisement’s slogans octavia chandra dewi, lia maulia indrayani, ypsi soeria soemantri .……...151-162 5. improving students’ speaking ability through debate technique reni rosianna lumbangaol, muhammad rizki mazali…………………… ...163-172 6. ihab hassan postmodernism’s indeterminacy and irony: laura brown’s inner conflict in the hours rina wahyu setyaningrum……………………………………………………173-182 7. english speaking teaching methods for elementary school student at kampung inggris pontianak viqri rahmad satria …………………….……………………………… …....183-190 8. a transitivity analysis of greta thunberg’s 2019 climate action summit speech ardelia karisa, stefanny lauwren ……………………………………….…....191-198 9. virtual tourism exhibition activity in english for tourism class: students’ perspectives suprayogi, budi eko pranoto…………………………………………….…....199-207 10. the representation of health minister in handling covid19 in indonesia: a critical discourse analysis yulia anggraeni, rosaria mita amalia ………………………………….…....208-215 celtic volume 7, number 2, pp. 102-215, malang, december 2020 celtic celtic: a journal of culture, english language teaching, literature, and linguistics celtic: a journal of culture, english language teaching, literature, and linguistics is published biannually in the months of june and december (p-issn: 2356-0401, e-issn: 2621-9158) presenting articles on culture, english language teaching, literature, and linguistics. contents include analysis, studies, application of theories, research reports, material development, and book reviews. celtic was firstly published in june 2014. chief editor bayu h. wicaksono, m.ed., ph.d., university of muhammadiyah malang editors lungguh ariang bangga, ahmad dahlan university, indonesia lazuar azmi zulferdi, ahmad dahlan university, indonesia sri rejeki murtiningsih, university of muhammadiyah yogyakarta, indonesia tono suwartono, university of muhammadiyah purwokerto moh. hasbullah isnaini, university of brawijaya, indonesia puji sumarsono, university of muhammadiyah malang, indonesia santi prastiyowati, university of muhammadiyah malang, indonesia reviewers willy renandya, ph.d, nanyang technorogy university, singapore bambang widi pratolo, ph.d., ahmad dahlan university, indonesia dr. yudhi arifani, university of muhammadiyah gresik, indonesia dr. ikhsanuddin, tanjung pura university, indonesia saefurrohman, ph.d., university of muhammadiyah purwokerto, indonesia dr. estu widodo, m.hum., university of muhammadiyah malang, indonesia dr. fardini sabilah, m.pd., university of muhammadiyah malang, indonesia dwi poedjiastutie, m.a., ph. d., university of muhammadiyah malang, indonesia dr. sudiran, m.hum., university of muhammadiyah malang, indonesia riski lestiono, m.a., university of muhammadiyah malang teguh hadi saputro, m.a., university of muhammadiyah malang, indonesia eka listianing rahayu, state polytechnic of malang, indonesia, alimin adi waluyo, university of muhammadiyah malang, indonesia rafika rabba farah, university of muhammadiyah malang, indonesia adityo, university of muhammadiyah malang, indonesia managing editors nina inayati, university of muhammadiyah malang, indonesia masyhud, university of muhammadiyah malang, indonesia copy editor triastama wiraatmaja, university of muhammadiyah malang, indonesia website & cover designer prihadi dwi nurcahyanto, m.pd. correspondence: address: the editors, celtic, english language education department, faculty of teacher training and education, university of muhammadiyah malang. jl. raya tlogomas no. 246 malang 65144, east java, indonesia. email: celtic@umm.ac.id telephone: +62-341-464318 ext. 121. fax no: +62-341-460435 published and copyright by umm press, malang © 2020 javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/celtic/about/editorialteambio/58222') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/celtic/about/editorialteambio/58225') mailto:celtic@umm.ac.id celtic p-issn: 2356-0401 e-issn: 2621-9158 celtic: a journal of culture, english language teaching, literature, & linguistics 1. the level of teacher’s feedback: an efl classroom discourse analysis aisyah, bayu hendro wicaksono……………….…………………….……….….1-13 2. attitudinal meaning in martin luther king jr speech: a functional grammar approach azka saeful haq, lia maulia indrayani, ypsi soeria soemantri………………14-22 3. teaching reading through reciprocal teaching method beny hamdani ………………..………………………………..…………..…….23-34 4. transitivity system on building character of mr. summers in the lottery by shirley jackson intan siti nugraha, sutiono mahdi………………………………………….……35-43 5. jung's psychological types and characterisation in alex laguma’s literary works issa omotosho garuba …………………………………………………………...44-56 6. the effect of project based learning to the students’ speaking ability naajihah mafruudloh, rahima fitriati……………………………………………57-64 7. mbojo nicknames: reviewing the clipping process of bimanese personal names rosalin ismayoeng gusdian, azizatul zuhra…………………….……………....65-73 8. the use of fives strategy to teach reading comprehension for eleventh graders septika sari, ayu oktaviani, yulfi ………………………………………….…...74-82 9. academic culture barriers faced by english department students joining international internship program wulan ramadhani, dwi poedjiastutie ………………………….……...………...83-93 10. how rural instructor implements english for specific purposes (esp): instructor’s perception yani faturrachman, dady sulaiman ……………………………….………..…94-101 celtic volume 7, number 1, pp. 1-101, malang, june 2020 author index aisyah 1 nugraha, intan siti 35 faturrachman, yani 94 oktaviani, ayu 74 fitriati, rahima 57 poedjiastutie, dwi 83 garuba, issa omotosho 44 ramadhani, wulan 83 hamdani, beny 23 soemantri, ypsi soeria 14 haq, azka saeful 14 sulaiman, dady 94 indrayani, lia maulia 14 yulfi 74 mafruudloh, naajihah 57 wicaksono, bayu hendro 1 mahdi, sutiono 35 zuhra, azizatul 65 subject index a appraisal system 68 attitude 23 ambi-clipping 65 b building character 35 c cognitive process 24 critical thinking 11 community units 65, 66 d direct reading thinking activity 23, 30, 32 e efl classroom 1 efl teacher 1 evaluative language 85 essential question 60 f fives strategy 74 family cards 65, 66 h higher-order thinking skill 58 i interpersonal meaning 18 instructional goals 94 j jung 44 l la guma 44 n needs analysis 94, 96, 98 o outcome 53, 54, 58, 61, 63, 80 p pre-experimental 74 preliminary study 26, 58, 97 procedural text 59 psychoanalysis 44 psychological types 44 r racial issues, 43-49 reading comprehension 74 s speech 6 systemic functional linguistics 85 syllables 66, 67, 68 slicing 66 suitable precision 94 t teaching 2 teacher‘s feedback 1 transitivity system 35 u unfamiliar vocabulary 25, 99 v vowel 67, 69, 70 call for paper celtic: a journal of culture, english language teaching, literature, & linguistics is a peer reviewed academic journal managed by the english language education department, faculty of teacher training and education, university of muhammadiyah malang. it is published twice a year, in june and december. we welcome articles in the form of research reports or library research on english language teaching, literature, linguistics, and culture. generally, all manuscript received between december-may are allocated for june edition, while those received between june-november are for december edition. issn 2356-0401 (print), 2621-9158 (online); the article submission and publication are free of charge. celtic has been indexed in sinta (sinta 5), google scholar, base, crossref, garuda, dimension, road, and harvard library. check our author guide for details on how to submit. author guidelines i. author guide authors are required to submit their manuscripts electronically by using celtic online submission and review website. new authors are required to register first before they can send their manuscript at http://ejournal.umm.ac.id/index.php/celtic/user/register. existing authors can upload their manuscript after logging in to the website. any questions related to online submission can be emailed to celtic@umm.ac.id. submission of a manuscript implies that the paper is the author(s)‘ own work which has not been previously published, nor is it under consideration for publication elsewhere and that if accepted, it will not be published elsewhere either in english or in other languages. to verify originality, your article may be checked using the originality detection service turnitin. authors are encouraged to carefully consider the list and order of authorship before submitting their manuscript. addition, deletion or rearrangement of authorship should be made only before the manuscript is accepted—such a request will not be processed after the work is accepted for publication. the request should be made in written and emailed to celtic@umm.ac.id. authors are required to acknowledge the financial support received for conducting the research and to briefly describe the roles of the sponsors, if any, in the study. see ‗template‘ for the funding acknowledgment information. as a peer-reviewed academic journal, celtic requires its authors to strongly uphold academic ethics when conducting and reporting their research for publication. for further information about our template click the ‗article template‘ in the right side pane. mailto:celtic@umm.ac.id mailto:celtic@umm.ac.id ii. manuscript preparation guidelines general format the manuscript should be between 3000 – 5000 words, typed in ms word .doc format, single spaced and single column, using 12 point times new roman font, on a4-size paper with the margin: 4 centimeters (top), and 3 centimeters (bottom, right, left), given bottom-center page number. a one-paragraph abstract (200 – 300 words) should be included. the manuscript should be uploaded to celtic system and arranged in celtic standard format; title, authors, address and email, abstract, keywords, introduction, finding s, discussion, conclusion, and references. manuscript title the title should accurately describe the content (maximum 14 words, center alignment, all capital, bold, times new roman 14, single space). authors the manuscript has the main author and, if any, co-authors with the full name of the author and co-authors (no abbreviation, no title), includes affiliation of each author and email address(es) clearly. denote the corresponding author clearly by giving star(*) right after the name. abstracts the abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. the abstract should be 200 to 300 words in length. abbreviations should be avoided and no literature should be cited. abstract is provided in english and indonesian languages. keywords the keywords should avoid general, plural terms and multiple concepts. do not use words or terms in the title as keywords. these keywords will be used for indexing purposes. keywords should be 3-5 words or phrases arranged in alphabetical order. keywords are written right after abstract and are provided in english and indonesian languages. introduction the introduction should provide a clear background, a clear statement of the problem, the relevant literature on the subject, proposed approach or solution, and clearly present the novelty of research or the latest innovation. it should be understandable to colleagues from a broad range of scientific disciplines. method this section describes the way the research was conducted. this should include (1) research design; (2) population and samples; (3) data collection techniques and instrument development; and (4) data analysis techniques. findings this section should present the results of research and at the same time give comprehensive discussion. the presentation can be made in sub-sections based on the research question(s). results can be presented using figures, graphs, tables, and other visual aids to help readers understand easily. the unit of measurement used should follow the prevailing international system. all figures and tables placed separately at the end of manuscript pages and should be active and editable by the editor. see our template. discussion the discussion section should present the highlights and significance of the findings. for that, deep interpretation about the results are expected. ensure that all research questions are addressed and relate the findings to the existing literature. profound exploration of theoretical significance related to findings and recommendation for further research and research implications are also expected in this section. when combined, findings and discussion sections should cover about 40-50% of the paper with balanced portion of both. conclusion the conclusion should be explained clearly. suggestion placed after the conclusion contains recommendation based on the research done or inputs that can be used by potential beneficiaries or future research. acknowledgment (optional) acknowledgment of supporting parties (i.e. sponsors), if any, should be written here. the acknowledgment must be written briefly and clearly, avoid hyperbole acknowledgment. references the main references are international journals and proceeding. all references should be to the most pertinent and up-to-date sources. the references mentioned should be the ones used in the paper. citation and referencing must be written based on apa style 6th edition which is organized by using referencing tools. celtic recommends using the latest version of mendeley (see mendeley user guidelines). iii. celtic template title times new roman 14, bold, spacing 1, no more than 14 words, bold, all capital, centered 1 authors’ full name*, 1 times new roman 11, 1 bold, 1 no academic title, 1 spacing 1, and 1 centered 1 affiliation (e.g. universitas muhammadiyah malang, indonesia) times new roman 11, spacing 1, centered *email of corresponding author abstract -times new roman 11, bold, all capital, centered abstract is 200-300 words and written in single space. make sure to include your interest of the topic, methods or theories, and brief hypothesis/findings. times new roman 11, single spaced. keywords: 3—5 keywords; times new roman 11; italic; arrange alphabetically abstrak – bahasa indonesia provide a translation of abstract in indonesian language. (foreign authors can opt to leave this blank and leave it to the journal manager to translate) kata kunci: 3—5 kata; cetak miring; disusun alfabetis introduction [times new roman 12 bold] the manuscript should be between 3000 – 5000 words, typed in ms word .doc format, single-spaced, including references and appendices. indent the first lines of all the paragraphs by 1 cm and do not leave a space between paragraphs. literature review literature review is merged in the introduction section. minimum 2 research papers from previous celtic journal publication must be cited either in this section or in discussion section. clear research gap, research questions and novelty of the research must be pesented at the end of this section. method subheading level 1 subheading level 2 findings subheading level 1 (research question #1) subheading level 2 subheading level 1 (research question #2) subheading level 2 etc. table 1. table format table head table column head table column subhead subhead subhead copy more table copy a a. sample of a table footnote. (table footnote) figure 1. example of image information discussion subheading level 1 subheading level 2 conclusion acknowledgment if any, indicate sources of funding or significant assistance received in carrying out the study and/or preparing the manuscript before the references. references use apa style 6 th edition for in-text citations (author, year) and the reference list. if there are ―direct quotes, then provide the page number‖ (author, 2010, p. 24). if you are citing more than one reference, put them in alphabetical order (alpha, 2019; beta, 2018). do not use footnotes. every in-text citation must correspond to an entry in the reference list and vice-versa. to ensure, celtic strongly recommends using the latest version of mendeley referencing manager. minimum 15 references are required with 80% taken from current (within 10 year) research papers. references (examples) ansori, m. (2019). this is an example of a reference taken from an online journal paper: always include the doi. celtic: a journal of culture, english language teaching, literature, & linguistics, 6(2), 1-13. https://doi.org/10.20961/ijpte.v2i1.18254 american psychological association. (2017). this is an example of a reference taken from a website. retrieved from http://apa.org/ethics/code/index.aspx brown, a. j. (2019, october 21). this is an example of a reference taken from a periodical such as online newspaper. time. retrieved from http://www.time.com/article/0,8599,00.html creswell, j. (2016). this is an example of a reference taken from a book (4th ed.). boston: pearson education inc. instead of inserting figures or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. https://doi.org/10.20961/ijpte.v2i1.18254 http://www.time.com/article/0,8599,00.html dawson, p. n. (2015). this is an example of a reference taken from a book chapter. in s. hallam, i. cross, & m. thaut (eds.), the oxford handbook of music psychology (pp. 377389). new york, ny: oxford university press. estyana, c. (2020). this is an example of a reference taken from an unpublished thesis. (doctoral thesis, university of adelaide, australia). retrieved from http://digital.library.adelaide.edu.au/dspace/handle/2440/56314 appendix if any, add here. authors index amalia, rosaria mita 208 lumbangaol, reni rosianna 163 anggraeni, yulia 208 mazali, muhammad rizki 163 biantoro, bramy 102 pranoto, budi eko 199 dewi, octavia chandra 151 sari, candrika citra 118 indrayani, lia maulia 151 satria, viqri rahmad 183 karisa, ardelia 191 setyaningrum, rina wahyu 173 karpova, kateryna 137 soemantri, ypsisoeria 151 lauwren, stefanny 191 suprayogi 199 subject index a automated writing evaluation (awe) 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150 b c computer-assisted language learning (call) 104, 106, 115, 149, 150 case study 137, 140, 149, 150 common european framework of reference (cefr) 140, 141, 147 classroom action research (car) 163, 166, 167, 174 climate action summit 2019 191 193 covid-19 199 200 201 critical discourse analysis 208 209 210 211 d debate technique 163, 166, 169, 170, 171, 172 discursive strategies 208 209 210 211 e english as a foreign language (efl) 102, 103, 115, 143, 149, 164, 165, 172, 189, 206 f g greta thunberg 191 192 193 h i instructional design 102, 103, 107, 113 icts (information and communication technologies) 137, 138, 150 indeterminacy 173 175 176 178 180 irony 173 175 177 180 inner conflict 173 175 176 179 180 j l m mobile-assisted language learning (mall) 102, 103, 104, 105, 106, 107, 108, 110, 112, 113, 114 mobile application 104, 105, 108, 111, 113 morphological process 151 152 153 154 morphemic 151 155 163 morpho-phonemic 151 152 164 n o p phonemic 152 153 155 163 r s secondary schools 102, 103, 107, 109, 110, 112, 113, 114 slogan 151 systematic review 106, 116, 102 speaking skill 116, 163, 164, 165, 166, 169, 170, 171, 172, 183, 185, 186, 188, 189, 190, 206, 207 t task-based language teaching (tblt) 102, 103, 106, 107, 111, 113, 114, 115 transitivity analysis 191 192 193 194 u v verb 191 193 194 195 196 w “write and improve” 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148 call for paper celtic: a journal of culture, english language teaching, literature, & linguistics is a peer reviewed academic journal managed by the english language education department, faculty of teacher training and education, university of muhammadiyah malang. it is published twice a year, in june and december. we welcome articles in the form of research reports or library research on english language teaching, literature, linguistics, and culture. generally, all manuscript received between december-may are allocated for june edition, while those received between june-november are for december edition. issn 2356-0401 (print), 2621-9158 (online); the article submission and publication are free of charge. celtic has been indexed in sinta (sinta 5), google scholar, base, crossref, garuda, dimension, road, and harvard library. check our author guide for details on how to submit. author guidelines i. author guide authors are required to submit their manuscripts electronically by using celtic online submission and review website. new authors are required to register first before they can send their manuscript at http://ejournal.umm.ac.id/index.php/celtic/user/register. existing authors can upload their manuscript after logging in to the website. any questions related to online submission can be emailed to celtic@umm.ac.id. submission of a manuscript implies that the paper is the author(s)’ own work which has not been previously published, nor is it under consideration for publication elsewhere and that if accepted, it will not be published elsewhere either in english or in other languages. to verify originality, your article may be checked using the originality detection service turnitin. authors are encouraged to carefully consider the list and order of authorship before submitting their manuscript. addition, deletion or rearrangement of authorship should be made only before the manuscript is accepted—such a request will not be processed after the work is accepted for publication. the request should be made in written and emailed to celtic@umm.ac.id. authors are required to acknowledge the financial support received for conducting the research and to briefly describe the roles of the sponsors, if any, in the study. see ‘template’ for the funding acknowledgment information. as a peer-reviewed academic journal, celtic requires its authors to strongly uphold academic ethics when conducting and reporting their research for publication. for further information about our template click the ‘article template’ in the right side pane. mailto:celtic@umm.ac.id mailto:celtic@umm.ac.id ii. manuscript preparation guidelines general format the manuscript should be between 3000 – 5000 words, typed in ms word .doc format, single spaced and single column, using 12 point times new roman font, on a4-size paper with the margin: 4 centimeters (top), and 3 centimeters (bottom, right, left), given bottom-center page number. a one-paragraph abstract (200 – 300 words) should be included. the manuscript should be uploaded to celtic system and arranged in celtic standard format; title, authors, address and email, abstract, keywords, introduction, findings, discussion, conclusion, and references. manuscript title the title should accurately describe the content (maximum 14 words, center alignment, all capital, bold, times new roman 14, single space). authors the manuscript has the main author and, if any, co-authors with the full name of the author and co-authors (no abbreviation, no title), includes affiliation of each author and email address(es) clearly. denote the corresponding author clearly by giving star(*) right after the name. abstracts the abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. the abstract should be 200 to 300 words in length. abbreviations should be avoided and no literature should be cited. abstract is provided in english and indonesian languages. keywords the keywords should avoid general, plural terms and multiple concepts. do not use words or terms in the title as keywords. these keywords will be used for indexing purposes. keywords should be 3-5 words or phrases arranged in alphabetical order. keywords are written right after abstract and are provided in english and indonesian languages. introduction the introduction should provide a clear background, a clear statement of the problem, the relevant literature on the subject, proposed approach or solution, and clearly present the novelty of research or the latest innovation. it should be understandable to colleagues from a broad range of scientific disciplines. method this section describes the way the research was conducted. this should include (1) research design; (2) population and samples; (3) data collection techniques and instrument development; and (4) data analysis techniques. findings this section should present the results of research and at the same time give comprehensive discussion. the presentation can be made in sub-sections based on the research question(s). results can be presented using figures, graphs, tables, and other visual aids to help readers understand easily. the unit of measurement used should follow the prevailing international system. all figures and tables placed separately at the end of manuscript pages and should be active and editable by the editor. see our template. discussion the discussion section should present the highlights and significance of the findings. for that, deep interpretation about the results are expected. ensure that all research questions are addressed and relate the findings to the existing literature. profound exploration of theoretical significance related to findings and recommendation for further research and research implications are also expected in this section. when combined, findings and discussion sections should cover about 40-50% of the paper with balanced portion of both. conclusion the conclusion should be explained clearly. suggestion placed after the conclusion contains recommendation based on the research done or inputs that can be used by potential beneficiaries or future research. acknowledgment (optional) acknowledgment of supporting parties (i.e. sponsors), if any, should be written here. the acknowledgment must be written briefly and clearly, avoid hyperbole acknowledgment. references the main references are international journals and proceeding. all references should be to the most pertinent and up-to-date sources. the references mentioned should be the ones used in the paper. citation and referencing must be written based on apa style 6th edition which is organized by using referencing tools. celtic recommends using the latest version of mendeley(see mendeley user guidelines). iii. celtic template title times new roman 14, bold, spacing 1, no more than 14 words, bold, all capital, centered 1authors’ full name*, 1times new roman 11, 1bold, 1no academic title, 1 spacing 1, and 1 centered 1 affiliation (e.g. universitasmuhammadiyah malang, indonesia) times new roman 11, spacing 1, centered *email of corresponding author abstract -times new roman 11, bold, all capital, centered abstract is 200-300 words and written in single space. make sure to include your interest of the topic, methods or theories, and brief hypothesis/findings. times new roman 11, single spaced. keywords: 3—5 keywords; times new roman 11; italic; arrange alphabetically abstrak – bahasa indonesia provide a translation of abstract in indonesian language. (foreign authors can opt to leave this blank and leave it to the journal manager to translate) kata kunci: 3—5 kata; cetak miring; disusunalfabetis introduction [times new roman 12 bold] the manuscript should be between 3000 – 5000 words, typed in ms word .doc format, single-spaced, including references and appendices. indent the first lines of all the paragraphs by 1 cm and do not leave a space between paragraphs. literature review literature review is merged in the introduction section. minimum 2 research papers from previous celtic journal publication must be cited either in this section or in discussion section. clear research gap, research questions and novelty of the research must be pesented at the end of this section. method subheading level 1 subheading level 2 findings subheading level 1 (research question #1) subheading level 2 subheading level1 (research question #2) subheading level 2 etc. table 1. table format table head table column head table column subhead subhead subhead copy more table copy a a. sample of a table footnote. (table footnote) figure 1. example of image information discussion this section may be merged with findings section. subheading level 1 subheading level 2 conclusion acknowledgment if any,indicate sources of funding or significant assistance received in carrying out the study and/or preparing the manuscript before the references. references use apa style 6 th edition for in-text citations (author, year) and the reference list. if there are “direct quotes, then provide the page number” (author, 2010, p. 24). if you are citing more than one reference, put them in alphabetical order (alpha, 2019; beta, 2018). do not use footnotes. every in-text citation must correspond to an entry in the reference list and vice-versa. to ensure,celtic strongly recommends using the latest version of mendeley referencing manager. minimum 15 references are required with 80% taken from current (within 10 year) research papers. references (examples) ansori, m. (2019). this is an example of a reference taken from an online journal paper: always include the doi. celtic: a journal of culture, english language teaching, literature, & linguistics, 6(2), 1-13. https://doi.org/10.20961/ijpte.v2i1.18254 american psychological association. (2017). this is an example of a reference taken from a website. retrieved from http://apa.org/ethics/code/index.aspx brown, a. j. (2019, october 21). this is an example of a reference taken from a periodical such as online newspaper. time. retrieved from http://www.time.com/article/0,8599,00.html instead of inserting figures or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. https://doi.org/10.20961/ijpte.v2i1.18254 http://www.time.com/article/0,8599,00.html creswell, j. (2016). this is an example of a reference taken from a book (4th ed.). boston: pearson education inc. dawson, p. n. (2015). this is an example of a reference taken from a book chapter. in s. hallam, i. cross, & m. thaut (eds.), the oxford handbook of music psychology (pp. 377389). new york, ny: oxford university press. estyana, c. (2020). this is an example of a reference taken from an unpublished thesis. (doctoral thesis, university of adelaide, australia). retrieved from http://digital.library.adelaide.edu.au/dspace/handle/2440/56314 appendix if any, add here. acknowledgment authors index ashadi 63 astrid restu chaerani 51 chris ajibade adetuyi 33 chris ajibade patrick 33 junaidi 51, 73 muhammad anshori 1 niasisca agustia wardani 14 pradana akbar tanjung 63 rahmat fajar 26 syilvia wenny j 26 sri hariyatmi 42 sonia tinshe 73 tono suwartono 14 authors subjects a ability 1, 8, 9, 14, 22, 26, 29, 30, 34, 67, 68 accent 15, 16, 23 analysis 1-4, 7-9, 30, 33, 51-53, 55, 59, 73-76, 78, 79, 85, aroma 42, 45, 47, 48 assessment 3, 26-32, 65 b bloom’s taxonomy 2, 3 bribery 36, 37, 40 c conceptual knowledge 3 consonant 14, 15, 17, 18, 23 comedy 35, 53 criticism 28, 33, 35, 36, 38, 40, 41, 51, 53 culture 34, 35, 37, 39, 42-48, 51-54, 56, 59, 60, 64, 74, 77, d deprecation 51, 53-59 dialect 15 diaspora 42-45, 48 differentiated instruction 63-71 diphthong 15-18 discourse 27, 51, 54, 55, 59, 73, 79, 81-83, 85 dish 45, 47, 48, 58 e efficacy 1-4, 6-10 efl 16, 22, 63, 64, 68, 70, 71 elt 6, 63 ethnic 44, 46 experience 2, 4, 7, 22, 27, 42, 43, 45, 47, 48, 63-65, 85 f factual knowledge 3 flavor 42, 45-48 flux 28 food 42-49, 51, 55-59 g gastronomical 42-44, 48 h high order thinking skill (hots) 1-10 humour 33, 34, 36, 37, 40 hypocrisy 37-40 hybridity 42, 43, 48 i identity 17, 34, 42-44, 46, 47, 49, 53, 57, 73, 75-77, 83-85 ideology 53, 73-78, 83-85 individual difference 63-65, 68, 70, 71 inquiry learning 2 irony 36, 52 interview 14, 17, 19, 23, 42, 44 intonation 15, 18 j joke 51, 54, 58 k knowledge 3, 6, 8, 9, 26, 27, 36, 51, 63, 65, 67, 76 l language 2, 6, 10, 14-19, 21-23 library research 77 lifestyle 51, 52, 56 listening 20, 27, 57 literary device 34 m meta-cognitive 1, 4, 7-9 motivation 3, 4, 9, 14-16, 21-23, 26, 28 memory 42, 45, 47 n native 14-16, 18, 19, 22, 47, 48 negotiation 42-46, 48 norm 35, 58 o observation 36, 51, 55 p parody 33, 38 peer assessment 26-32 practice 1, 21-23, 27, 35, 48, 51, 63, 64, 68-70 problem-based learning 2, 5 project-based learning 2 q qualitative 17, 34, 42, 44, 54, 77 quantitative 1, 6, 17, 34 quasi-experimental 26, 28 questionnaire 1, 5-7, 66, 69 r religion 34-37, 40, 41 respondents 5, 7, 17-23, 43-49 s satire 33-37, 39-41 scientific approach 2 simile 36 society 17, 33, 36, 40, 43, 51, 53, 55, 57, 59, 73-76, 78, 80, 83-85 social media 44, 51-55, 59 speech organs 15, 16, 18, 23 t taste 45-48 textual joke 51, 54 traditional 33, 34, 45, 46, 69 travesty 33 v validation 56 vocabulary 20, 21, 26-29, 43, 68 w writing 18, 19, 27, 33, 34, 54, 73 author guidelines i. author guide authors are required to submit their manuscripts electronically by using celtic online submission and review website. new authors are required to register first before they can send their manuscript at http://ejournal.umm.ac.id/index.php/celtic/user/register. existing authors can upload their manuscript after logging in to the website. any questions related to online submission can be emailed to celtic@umm.ac.id. submission of a manuscript implies that the paper is the author(s)’ own work which has not been previously published, nor is it under consideration for publication elsewhere and that if accepted, it will not be published elsewhere either in english or in other languages. to verify originality, your article may be checked using the originality detection service turnitin. authors are encouraged to carefully consider the list and order of authorship before submitting their manuscript. addition, deletion or rearrangement of authorship should be made only before the manuscript is accepted—such a request will not be processed after the work is accepted for publication. the request should be made in written and emailed to celtic@umm.ac.id. authors are required to acknowledge the financial support received for conducting the research and to briefly describe the roles of the sponsors, if any, in the study. see ‘template’ for the funding acknowledgment information. as a peer-reviewed academic journal, celtic requires its authors to strongly uphold academic ethics when conducting and reporting their research for publication. for further information about our template click the following link, https://drive.google.com/file/d/1vcli5wg9w6v7yg9qrdr-gji1xlqwmkpv/view?usp=sharing http://ejournal.umm.ac.id/index.php/celtic/user/register mailto:celtic@umm.ac.id mailto:celtic@umm.ac.id https://drive.google.com/file/d/1vcli5wg9w6v7yg9qrdr-gji1xlqwmkpv/view?usp=sharing ii. manuscript preparation guidelines general format the manuscript should be between 3000 – 5000 words, typed in ms word .doc format, singlespaced on a4-size paper with the margin: 3 centimeters (top, bottom, right) and 4 centimeters (left), given top right page number. a one-paragraph abstract (200 – 300 words) should be included. the manuscript should be uploaded to celtic system and arranged in celtic standard format; title, authors, address and email, abstract, keywords, introduction, findings and discussion, conclusion, acknowledgment, and references. typed at one side of the white paper of a4 size, in a single column, one space line, 12 point times new roman font and should be given page numbers. manuscript title the title should accurately describe the content (maximum of 12words, center alignment, capital, bold, times new roman 14, space 1) authors the manuscript has the main author and, if any, co-authors with the full name of the author and co-authors (no abbreviation), includes an address (es) and email addresses clearly. denote the corresponding author clearly. abstracts the abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. the abstract should be 200 to 300 words in length. abbreviations should be avoided and no literature should be cited. keywords the keywords should avoid general and plural terms and multiple concepts. do not use words or terms in the title as keywords. these keywords will be used for indexing purposes. keywords should be not more than 5 words or phrases in alphabetical order. 1. introduction the introduction should provide a clear background, a clear statement of the problem, the relevant literature on the subject, proposed approach or solution, and the new value of research or the latest innovation. it should be understandable to colleagues from a broad range of scientific disciplines. 2. method this section describes the way the research was conducted. this should include (1) research design; (2) population and samples; (3) sample collection techniques and instrument development; and (4) data analysis techniques. 3. findings and discussion this section should present the results of research and at the same time give comprehensive discussion. results can be presented in figures, graphs, tables, and others that make the reader understand easily. the discussion can be made in several sub-chapters. the unit of measurement used should follow the prevailing international system. all figures and tables placed separately at the end of manuscript pages and should be active and editable by the editor. see our template. 4. conclusion the conclusion should be explained clearly. suggestion placed after the conclusion contains recommendation based on the research done or inputs that can be used by potential beneficiaries. 5. acknowledgment acknowledgment of supporting parties (i.e. sponsors), if any, should be written here. the acknowledgment must be written briefly and clearly, avoid hyperbole acknowledgment. 6. references the main references are international journals and proceeding. all references should be to the most pertinent and up-to-date sources. the references mentioned should be the ones used in the paper. citation and referencing must be written based on apa style 6 th edition which is organized by using referencing tools. celtic recommends using the latest version of mendeley (see mendeley user guidelines). https://www.apastyle.org/manual/index https://desktop-download.mendeley.com/download/getting_started_guide.pdf celtic a journal of culture, english language teaching, literature, and linguistics celtic template title (times new roman 14, bold, spacing 1) author’s full name (times new roman 11, bold, without academic title, spacing 1) affiliation (department, university; times new roman 11, spacing 1) email: (times new roman 11, spacing 1) abstract [times new roman 11, spacing 1] abstract is approximately 200-300 words and written in single spacing. make sure to include your interest of the topic, methods or theories, and brief hypothesis/findings. keywords: (3—5 keywords, times new roman 11, spacing 1) introduction [times new roman 12 bold, spacing 1] introduction consists of background of the study, research questions, and the purpose of the study. relevant theories and the hypothesis are included in this heading. this section should cover about 20-30% of the paper. method [times new roman 12 bold, spacing 1] basically, this section describes the way the research was conducted. this should include: (1) research design; (2) population and samples; (3) sample collection techniques and instrumental development; and (4) data analysis techniques. this section should cover about 10-20% of the paper. the qualitative research, such as classroom action research, case studies, and so forth, need to mention the researcher attendance, research subject, and participated informants, as well as the methods used to explore the data, research location, research duration, and the description of research results validation. it is suggested that the authors avoid organizing the article content into the smaller parts than second subheading in this section. finding(s) and discussion. [times new roman, 12, spacing 1] it presents the finding(s) of the research. this heading can have numbering for the subheadings. place the labels above for tables and below for images. write the table label specifically, for example table 1, in case the author refers the table 1 mentioned. the example of writing table and figure information is as follows. celtic a journal of culture, english language teaching, literature, and linguistics instead of inserting figures or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. table 1. table format table head table column head table column subhead subhead subhead copy more table copy a a. sample of a table footnote. (table footnote) figure 1. example of image information the discussion section should present the highlights and significance of the findings. for that, deep interpretation about the results are expected. ensure that all research questions are addressed and relate the findings to the existing literature. profound exploration of theoretical significance related to findings and recommendation for further research and research implications are also expected in this section. this section should cover about 40-50% of the paper with balanced portion of findings and discussion. conclusion [times new roman, 12, spacing 1] the conclusion should be brief and relate the research questions, purpose, and findings and discussion. this section should cover no more than 10% of the paper acknowledgment [times new roman, 12, spacing 1] this section can be written in case there are certain parties need to be acknowledged, such as research sponsors. the acknowledgement must be written in brief and clear. in addition, avoid the hyperbole acknowledgment. celtic a journal of culture, english language teaching, literature, and linguistics references [times new roman, 12, spacing 1] the references mentioned should be the ones used in the paper. citation and referencing must be written based on apa style 6 th edition which is organized by using referencing tools. celtic recommends using the latest version of mendeley (see mendeley user guidelines). please use a consistent format for references. please double-check: every citation in the text must match up to an entry in the reference list and viceversa. references must always be given in sufficient detail for the reader to locate the work cited (see below for formats). note that your paper is at risk of rejection if there are too few or if a disproportionate share of the references cited are mostly your own self-citation. examples if your references are from journal articles: [1] author1 a, author2 b. title of manuscript. name of journal or its abbreviation. year; vol. (issue): pages. doi/url [2] casadei d, serra g, tani k. implementation of a direct control algorithm for induction motors based on discrete space vector modulation. ieee transactions on power electronics. 2007; 15(4): 769-777. (in this case vol.15, issues 4, and page 769777). doi/url if your references are from proceeding articles: if the proceedings consist of several volumes [3] author1 a, author2 b. title of manuscript. name of conference of seminar. city. year; volume: pages. doi/url [4] calero c, piatiini m, pascual c, serrano ma. towards data warehouse quality metrics. proceedings of the 3rd intl. workshop on design and management of data warehouses (dmdw). interlaken. 2009; 39: 2-11. (in this case, city: interlaken, year: 2009, vol.39, page: 2-11). doi/url if the proceedings in the single volume [5] author1 a, author2 b. title of manuscript. name of conference or seminar. city. year: pages. doi/url [6] yamin l, wanming c. implementation of single precision floating point square root on fpgas. ieee symposium on fpga for custom computing machines. napa. 2008: 226232. doi/url if your references are from textbooks: if the references refer to specific page range in a book [7] author1 a, author2 b. the title of the book. edition. city: publisher. year: pages. doi/url [8] mohan n, undeland tm, robbins wp. power electronics. new york: john wiley & sons. 2005: 11-13. doi/url https://www.apastyle.org/manual/index https://desktop-download.mendeley.com/download/getting_started_guide.pdf https://desktop-download.mendeley.com/download/getting_started_guide.pdf celtic a journal of culture, english language teaching, literature, and linguistics [9] ward j, peppard j. strategic planning for information systems. fourth edition. west sussex: john willey & sons ltd. 2007: 102-104. doi/url if the references refer to some separate pages in a book. [10] author1 a, author2 b. judul buku. city: publisher. year. doi/url [11] mohan n, undeland tm, robbins wp. power electronics. new york: john wiley & sons. 2005. doi/url [12] ward j, peppard j. strategic planning for information systems. fourth edition. west sussex: john willey & sons ltd. 2007. doi/url edited book: [13] author1 a, author2 b. editors. title of the book. city: publisher. year. doi/url [14] zade f, talenta a. editors. advanced fuzzy control system. yogyakarta: uad press. 2010. doi/url chapter in a book: [15] author1 a, author2 b. title of the book. in: editor1 a, editor2, b. title of the book. edition. city: publisher. year: pages. doi/url [16] arkanuddin m, fadlil a, sutikno t. a neuro-fuzzy control for robotic application based on microcontroller. in: krishnan r, blaabjerg f. editors. advanced control for industrial application. 2nd ed. london: academic press; 2006: 165-178. doi/url translated books. [17] original author. year. title of the translated book. translator. city: publisher of the translated book. year of the translated book. doi/url [18] pablo. 2004. sistem distribusi tenaga listik. abdul hadi. jakarta: erlangga. 2007. doi/url if your references are from thesis/dissertation: [19] author. title of thesis/dissertation. thesis/dissertation. city & name of university/institute/college; year. doi/url [20] rusdi m. a novel fuzzy arma model for rain prediction in surabaya. ph.d. thesis. surabaya: postgraduate its; 2009. doi/url if your references are from paten: [21] author1 a, author2 b. title (this should be in italics). patent number (patent). year of publication. doi/url [22] ahmad lp, hooper a. the lower switching losses method of space vector modulation. cn103045489 (patent). 2007. doi/url if your references are from standards: [23] name of standard body/institution. standard number. title (this should be in italics). place of publication. publisher. year of publication. [24] ieee standards association. 1076.3-2009. ieee standard vhdl synthesis packages. new york: ieee press; 2009. doi/url if your references are from reports [25] author/editor (if it is an editor/editors always put (ed./eds.) after the name). title (this should be in italics). organization. report number: (this should be followed by the actual celtic a journal of culture, english language teaching, literature, and linguistics number in figures). year of publication. doi/url [26] james s, whales d. the framework of electronic government. u.s. dept. of information technology. report number: 63. 2005. doi/url celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 183 english speaking teaching methods for elementary school student at kampung inggris pontianak 1 viqri rahmad satria* 1 universitas islam negeri maulana malik ibrahim malang, indonesia *corresponding author: viqrirahmatsatria1@gmail.com abstract this research aims to know speaking teaching methods used at kampung inggris pontianak for elementary school student and tutor obstacles during teaching activity. the method applied in this research was qualitative approach with descriptive analysis. the data were collected from interview and observation with the owner of kampung inggris pontianak, west kalimantan. it was found that english speaking skill to elementary school students was separated into four levels; basic, intermediate 1, intermediate 2, and advanced. there are five methods applied by kampung inggris pontianak to improve students english speaking skill. flash card, watching movie, listening, games, and singing. there were two kinds of obstacle that tutors face during the class. first, most of the tutors’ backgrounds were non-educational. so, they found it hard, sometimes, to control their elementary students who are very energetic. they might have english language competence. however, it is not adequate as their only competence to teach students compared to tutors with english educational background. therefore, kampung inggris pontianak holds micro-teaching practices to see tutor candidate performances before coming into class. second, new students made many false answers on the placement test just to make them get into a lower level class than they are supposed to be. the researcher hopes this research will give knowledge to the reader of how tutors in kampung inggris pontianak teaches speaking skills to their students. keywords: kampung inggris; method; speakin; teaching abstrak penelitian ini bertujuan untuk mengetahui metode pengajaran speaking yang digunakan di kampung inggris pontianak untuk siswa sekolah dasar dan kendala tutor selama kegiatan mengajar. metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan analisis deskriptif. pengumpulan data dilakukan melalui wawancara dan observasi yang dilakukan di pontianak, kalimantan barat. berdasarkan temuan data diketahui bahwa kampung inggris pontianak memfokuskan keterampilan berbicara bahasa inggris pada siswa sekolah dasar yang terbagi menjadi empat tingkatan; dasar, menengah 1, menengah 2, dan lanjutan. ada lima metode yang diberikan oleh kampung inggris pontianak untuk meningkatkan kemampuan berbahasa inggris murid. flash car, menonton film, mendengarkan, permainan, dan bernyanyi. ada dua macam kendala yang dihadapi tutor selama pelajaran berlangsung. pertama, sebagian besar pengajar berlatar belakang non-keguruan. hal itu membuat mereka terkadang kesulitan untuk mengontrol siswa sd yang sangat energik. lebih lanjut, meskipun mereka mungkin berlatar belakang jurusan bahasa inggris, namun hal itu tidak cukup untuk mengajar siswa dibandingkan dengan tutor dari latar belakang bahasa inggris keguruan. oleh karena itu, kampung inggris pontianak mengadakan micro teaching untuk melihat sejauh mana para calon tutor dapat mengajar sebelum masuk ke kelas. kedua, murid baru membuat banyak jawaban yang salah pada tes penempatan hal itu membuat mereka masuk ke kelas yang lebih rendah dari yang seharusnya. peneliti berharap penelitian ini dapat memberikan pengetahuan kepada pembaca tentang bagaimana para tutor di kampung inggris pontianak mengajarkan kemampuan berbicara kepada muridnya. satria, v.r. (2020). english speaking teaching methods for elementary school student at kampung inggris pontianak. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 183-190. 184 kata kunci: bicara; kampung inggris; metode; pengajaran introduction pare english camp, also famously known as kampung inggris pare, has its own history that cannot be separated from the history of its founder, kalend osen. mr. kalend established the first english course namely bec (basic english course) with its first six students on june 15, 1977 at tulungrejo village (panduankampunginggris.com, 2019). until now, many people come to kampung inggris pare to upgrade their english skills, not only from indonesia but also overseas like malaysia, thailand, timor leste, and saudi arabia (nurjaya, 2018). moazzam malik, british ambassador to indonesiatimor leste-asean (2019) states, kampung inggris pare is one of the largest language centers in the world. the large number of students with their good english skills is an indicator of the good quality of kampung inggris pare. this makes people put their beliefs of studying english there. unfortunately, because of the financial reason, many people wonder ask whether kampung inggris pare has other branches in different regions, so english learners have another alternative not to go to kampung inggris pare directly for their english improvement. the answer is kampung inggris pare is only in tulungrejo, pare. if there is in another region, it is probably established by its alumni (kampunginggris.com, 2019), like kampung inggris jogja, bandung, and pontianak. kampung inggris pontianak is one of the courses in indonesia which uses kampung inggris name and methods. kampung inggris pontianak was established on march 10, 2017 by one of the kampung inggris pare alumni, syarif ilham zultami. kampung inggris pontianak has had 20 tutors and 120 students in 2 different locations, jl. husen hamzah and jl. tanjung raya 2, pontianak, west kalimantan (interview, 2020). although kampung inggris pontianak applies most of kampung inggris pare methods, kampung inggris pontianak also adjust its teaching methods relevant to pontianak citizens style of learning which more informal. ramadhani & poedjieastutie (2020), stated that although learning system is likely similar between two or more cultures, there must be any differences. as culture is an integral part of language learning, the approach towards culture must be varied (warschauer, 2000). even though java and kalimantan are in the same country, indonesia, it is possible to have any different academic system between both of them. it is all done to provide a solution to learners who are interested in experiencing study at kampung inggris pare without having to go there (interview, 2020). kampung inggris pontianak does not only implement kampung inggris pare teaching methodology. to make it one step ahead, it also implements international schools learning ideas theoretically. one of the main program at kampung inggris pontianak is on the level of elementary school. the program is how elementary school students are able to speak english fluently (interview, 2020). this, of course, has its own challenge for tutors to make an effective teaching process and easy to understand. kampung inggris pontianak provides speaking program for elementary school students. according to leong & ahmadi (2017), speaking is to say words orally, having communication as by talking, making request, and making a speech. another definition is, according to chaney (1998), speaking is the process of making and sharing meaning, celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 185 verbal and non-verbal symbols in different context. according to hornby (2005), speaking is a way of communication through oral between two people. human is programmed to be able to speak before able to read and write. human being spends much more time to interact through oral rather than writing. it means, speaking is a very important skill because it is needed to have a conversation (leong & ahmadi, 2017). every language has its own speaking difficulties, english as well. however, speaking is very fundamental language ability to be mastered by english foreign students in order to reach the purpose of communication. it is very crucial to have speaking skill remembering that english is the international language. with speaking skill, we are able to communicate and interact with people in international scale (garg & gautama, 2015, as cited in setyowati, 2019). according to the facts above, the researcher is interested to analyze english speaking teaching methods that are used for elementary school student at kampung inggris pontianak. the researcher chose kampung inggris pontianak because its name is similar with kampung inggris pare. the problems analyzed include: 1. what teaching methods do the tutors apply when teaching english speaking for elementary school students? 2. what obstacles do the tutors face during teaching activity? similar research has been done previously. first, the research that has been done by trisnadewi & lestari (trisnadewi & lestari, 2018), namely “pengaruh language games terhadap kemampuan berbicara bahasa inggris”. the subject of the research is 19 students of z class in stmik stikom indonesia. the result of the research shows that language games can give positive and significant impact to the students’ english speaking skill. second, the research that has been done by setyarini (setyarini, 2010), namely “”puppet show”: inovasi metode pengajaran bahasa inggris dalam upaya meningkatkan kemampuan berbicara siswa sd”. the result of the research shows that puppet show is an innovative strategy. it can be seen through the final score after the students were given the action. third, the research done by nanda, et al (nanda, et al, 2020), namely “pengaruh metode pembelajaran flash card terhadap keterampilan berbicara bahasa inggris pada siswa sekolah dasar”. the data were collected from 18 third grade students of elementary school. the result of the research shows that the use of flash card in the experimental group is not significant. although similar research has been done before, this research has its own characteristics and differences. first, the data were collected from a course, not a school. second, this research does not just analyze one particular method, but try to figure out several methods that are used at kampung inggris pontianak. third, this research also tries to figure out tutor obstacles during the class. that is, the researcher hopes this research is able to fulfill the previous research gap. the researcher hopes this research will give new knowledge to the reader. method the method applies in this research is qualitative approach with descriptive analysis. qualitative approach with descriptive analysis is used to deepen the data explanation. the data were from interview with the owner of kampung inggris pontianak and observation done on august 10, 2020. the interview and observation were taken place at kampung inggris pontianak on jl. husen hamzah only once. the satria, v.r. (2020). english speaking teaching methods for elementary school student at kampung inggris pontianak. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 183-190. 186 researcher did the interview and observation to obtain the data as complete as possible. sampling technique used in this research is purposive sampling. purposive sampling, also called judgement sampling, is a technique of choosing a particular participant because of the qualities the participant has. it is an intentional technique which does not have to rely on theories or a set number of participants (etikan, 2015). findings and discussion tutor holds very important role to the children’s english speaking skill. therefore, at kampung inggris pontianak tutor needs to have adequate capability for speaking and teaching. according to the recruitment, there are three categories of tutor: 1. tutor who is graduated from kampung inggris pontianak itself 2. tutor from non-kampung inggris pontianak alumni 3. alumni of kampung inggris pare the percentage for tutor category number one is about 50%. meanwhile, category number two is 30%. last, for tutor category number three is about 20%. kampung inggris pontianak also monitors its tutors through sharing session. sharing session is done by the chief and the tutor himself, it is meant to understand and to look for way out if there is a problem faced by the tutor during the class. through sharing session, kampung inggris pontianak hopes that tutor gives the best effort to the children comprehension. english speaking class placement kampung inggris pontianak separates elementary school students into few levels based on their skills. here the researcher provides the data of the elementary school student placement based on their speaking skill through diagram; figure 1. speaking class placement for elementary school students students from grade one to three are separated into two levels, basic and intermediate. for students on grade four to six are separated into two levels as well, intermediate and advanced. overall, there are four levels of speaking class at kampung celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 187 inggris pontianak which are separated into two big classes based on their grade at school. the way for upgrading students level is based on the recommendation from the tutor. for example, after finishing basic level, if students have enough skill to be on intermediate level, tutor would recommend them to upgrade their level. it means that placement test is only done once if students have never come to kampung inggris pontianak before. english speaking teaching methods motivation is important to students. therefore, tutor needs to deliver materials within methods that students like. kampung inggris pontianak applies few methods for teaching activity; table 1. speaking teaching methods no. method 1 flash card 2 watching movie 3 listening 4 games 5 singing flash card is the basic method used at kampung inggris pontianak. flash card is applied to enrich students vocabulary. tutor guides students to comprehend the material. students are given with basic vocabulary and asked to remember them. after given with some vocabulary, students are asked to guess the name of the object on the flashcard. according to widowati & kurniasih (2018), to master active language skills, a person needs to be able to know passive skills. in other words, someone have to read before speak. the common basic problem is sometimes the students pronounce the name of the object with incorrect pronunciation and the tutor will try to fix it. however, even though students’ error are common and natural event especially in the language classroom, the tutors are expected to correct the errors. it means, the tutors have to analyze which error should be corrected and how the teachers are able to help the students to make the errors work for them (muhsin, 2016). finally, if the students are able to answer the question given by the tutor, this becomes a good indicator of the student’s progress of learning english. the second method is watching movie, this method is used to make students understand how and what situation a particular topic of conversation happens. through visual examples the students will be easier to practice their speaking activity. another benefit of using this method is the students are able to practice their listening skill as well. as heinic, et al. (heinic, et al., 1996, as cited in aryana & apsari, 2018) stated satria, v.r. (2020). english speaking teaching methods for elementary school student at kampung inggris pontianak. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 183-190. 188 that there are some media which can be used to teach listening skill; the first media is sound system, however, sound system only provides audio to support listening practice. another media is computer, computer provides dvd/mp3 record, it means that computer is able to provide audio along with video conversation that can support the students’ activity to practice their listening skill. therefore, watching movie can be beneficial to practice listening skill as the supporting skill to have good speaking skill. furthermore, the students are expected to understand the whole story of the movie. if the students find difficulties or new vocabulary, they are asked to write the obstacles on a piece of paper. after watching the movie, the tutor will ask the students what the movie was about and continued with discussing the difficulties or new vocabulary. there are three goals that tutors can use as the indicator for their teaching using video/movie materials; first, is to facilitate the development of students’ listening and speaking skills. second, to cultivate students’ competence of intercultural communications. third, to cultivate students’ aesthetic values and skill to appreciate english visual products of artistic values (wang,2015). the third method is listening, students are asked to listen english song or audio to improve their conversation capability. by understanding the context of the song or audio, the students are able to re-tell what the song or audio was about. another benefit, the students are able to adjust the tone, dynamics, and to get used to the speed of delivery with the particular conversation they have in the future. according to underwood (underwood, 1989, as cited in gilakjani & ahmadi, 2011), there are seven difficulties that english language learners face during listening learning activity. the first one is the students cannot control the speed of delivery. second, students rarely practice their listening skill. third, students have a limited vocabulary. fourth, students are unable to recognize the signals of transition from one topic to another topic. fifth, students have lack contextual knowledge. sixth, students are difficult to concentrate in a foreign language. seventh, students may have certain learning habits. the fourth method is playing game, the students will have a game session per week, the game will focus on enriching students’ vocabulary or practicing their speaking skill. there are some games usually played by the students. the tutors will guide the students during the game. afterward, the tutor will give a reward to the student who gets highest score. the purpose of this method is to make the speaking class more casual and interactive yet still effective to improve speaking skill. the last method is singing, the students will be asked to sing an english song so the tutor can fix if there is a wrong pronunciation so the students will have a clear pronunciation and get used to english accent. to improve children skills more effectively, kampung inggris pontianak also monitors and reports the children improvement to their parents. it is hoped so parents could understand children improvement and trust their children to study at kampung inggris pontianak. reports are reported via whatsapp group. tutor obstacles during teaching activity there are some obstacles faced by tutor. after got the information from the participant, the researcher divides the obstacles into two, external and internal factors. internal factors mean that the obstacle or problem comes from the tutor. meanwhile, external factor comes from students. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 189 internal factors is most of the tutors are not from educational background. it makes them, sometimes, hard to control elementary school students which very energetic. they might be from english language background, however, it is not adequate to teach student compared to tutors from english educational background. therefore, kampung inggris pontianak holds micro-teaching to see how far tutor candidates can teach before they can come into a class. external factor is often new students make many false answers on placement test just to make them get in a lower level class than they are supposed to be. it is because students do not feel confident with their skills. however, after few days of learning process, tutor is able to know how far the skills of the students and tutor will recommend the students to change the class based on their abilties. conclusion kampung inggris pontianak focuses english speaking skill to elementary school students which is separated into four levels, basic, intermediate 1, intermediate 2, and advanced. there are five methods given by kampung inggris pontianak to improve students’ english speaking skill. fortunately, those five methods aim not only to improve their speaking skill, but also listening skill because both are two important skills need in communication. tutors also face some obstacles during the class. it is because either they do not have adequate educational background or students, sometimes, do not feel confident to their skills. however, kampung inggris pontianak also has a program namely sharing session to monitor and to together look for way out if tutor faces a problem. for further research, the researcher suggests to add the data of student difficulties during english speaking learning. references ahmadi, l.-m. l. & s. m. 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(2019). apakah kampung inggris membuka cabang. kampunginggris.com. https://www.kampung-inggris.com/apakah-kampung-inggrismembuka-cabang/ muhsin, m. a. (2016). the effectiveness of positive feedback in teaching speaking skill. lingua cultura, 10(1), 25–30. https://doi.org/10.21512/lc.v10i1.873 satria, v.r. (2020). english speaking teaching methods for elementary school student at kampung inggris pontianak. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 183-190. 190 nanda, k. a., putri, t. s., afifah, e. m., nofianti, s. e., agustin, i. p., & qudsyi, h. (2020). pengaruh metode pembelajara n flash card terhadap keterampilan berbicara bahasa inggris pada siswa sekolah dasar. jurnal rap (riset aktual psikologi), 11(1), 15–23. nugroho, a. (2019). reza rahardian kampanye di kampung inggris terkait english for indonesia. radarkediri.jawapos.com. https://radarkediri.jawapos.com/read/2019/03/06/123368/reza-rahardiankampanye-di-kampung-inggris nurjaya. 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(2019). improvement of speaking by using presentation in cultivation program student of politeknik kelapa sawit bekasi. journal of english education, linguistics and literature, 5(2), 16–25. trisnadewi, k., & lestari, e. a. p. (2018). pengaruh language games terhadap kemampuan berbicara bahasa inggris. kulturistik, jurnal bahasa & budaya, 2(1). wang, z. (2015). an analysis on the use of video materials in college english teaching in china. international journal of english language teaching, 2(1). https://doi.org/10.5430/ijelt.v2n1p23 warschauer, m. (2000). the changing global economy and the future of english teaching. tesol quarterly, 34(3), 511–535. widowati, d. r., & kurniasih. (2018). critical reading skill and its implication to speaking ability in multicultural classroom. celtic: a journal of culture, english language teaching, literature and linguistics, 5(2), 18–23. haq, a.s., indrayani, l.m. & soemantri, y.s. (2020). attitudinal meaning in speech of martin luther king jr: a functional grammar approach. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 14-22. 14 attitudinal meaning in martin luther king jr speech: a functional grammar approach 1azka saeful haq*, 1lia maulia indrayani, 1ypsi soeria soemantri 1universitas padjajaran, indonesia *corresponding author: azka19001@mail.unpad.ac.id abstract racial injustice becomes a primary issue in martin luther king jr’s entitled i have a dream in facing united states social condition. the speech reflects evaluative values to share perspectives toward the issue that can be analyzed by the appraisal system. the use of language certainly constructs different aims in evaluative language, and subjective presence is the target of evaluation in the appraisal system. the subjectivity of martin luther king jr toward racial issues contains various types that can indicate a strategy to persuade people. the objectives of this study are to investigate the evaluative language of martin luther king jr and to infer the meaning of evaluative language use. the strategy of delivering motivational messages is also discussed after acquiring the types of attitudes that will be related to the social issue. the research method employed in this study is descriptive qualitative. systemic functional linguistic theory pioneered by halliday and his colleagues becomes the framework in this study, and the tool is an appraisal system pioneered by j.r. martin to analyze data. there are 90 clauses that consist of 33 judgement, 32 appreciation, and 26 affect. judgement as the most dominant type reflects the reality of racial injustice to persuade many people to reject the condition. the strategy of critic conveyed in different types of attitudes can share deep messages to many people who listen. the result is hoped to be additional references in revealing speech strategy by using an appraisal system. the study of the appraisal system is useful to observe the subjectivity involvement in every form of language use. keywords: appraisal system; attitude; evaluative language; interpersonal meaning; racial issue abstrak ketidakadilan ras merupakan isu utama pada pidato berjudul ‘i have a dream’ oleh martin luther king jr dalam menghadapi kondisi sosial amerika serikat pada masanya. pidato ini menunjukan nilai-nilai evaluatif dalam berbagi pandangan yang dapat dianalisis menggunakan sistem appraisal terhadap isu rasial. penggunaan bahasa mengonstruksi tujuan berbeda dalam bahasa evaluatif. adanya subjektifitas merupakan target evaluasi dalam sistem appraisal. subjektifitas martin luther king jr terhadap isu rasial memiliki tipe tipe beragam yang dapat mengindikasikan strategi untuk membujuk orang. tujuan riset ini adalah untuk menyelidiki bahasa evaluatif and menyimpulkan makna dari bahasa martin luther king jr tersebut. strategi penyampaian pesan yang menggerakkan juga didiskusikan setelah diperoleh tipe-tipe sikap (attitude) yang akan dikaitkan dengan isu sosial. metode riset yang digunakan merupakan kualitatif deskriptif. teori linguistik fungsional sistemik yang dirintis oleh halliday menjadi kerangka teori pada riset ini dan alat analisisnya adalah sistem appraisal yang dirintis oleh j.r. martin. terdapat 90 klausa yang mengandung 33 tipe judgement, 32 tipe appreciation, dan 26 tipe affect. tipe judgement sebagai tipe paling dominan mencerminkan kenyataan ketidakadilan ras untuk membujuk banyak orang dalam menolak kondisi tersebut. strategi kritik yang disampaikan dalam tipe berbeda dapat memberikan pesan pesan mendalam untuk banyak orang yang mendengarkan. hasil riset diharapkan dapat menjadi referensi tambahan dalam celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 15 mengungkap strategi pidato melalui pemanfaatan sistem appraisal. studi sistem appraisal berguna untuk mengamati keterlibatan subjektifitas dalam setiap bentuk penggunaan bahasa. kata kunci: attitude; bahasa evaluatif; isu rasial; makna interpersonal; sistem appraisal
 introduction the subjectivity of someone towards social phenomena around him can be revealed by investigating his own word choices related to appraised things (martin and rose:2005). the use of language certainly constructs different aims in evaluative language that has particular aims behind itself. subjective presence is the target of evaluation, and how someone interacts provides interpersonal meaning that can be investigated by appraisal analysis. there is no neutral position for evaluative words with their tendency, so the result of evaluative language use is the positive or negative value. someone conveys and implies his feelings and value towards social phenomena to achieve his aims. it can be aimed at persuading, convincing, influencing, or the other different negotiations in social interactions. martin luther king jr as an influential leader in the united states concerns with social injustice of black men. his principles are conveyed by the provocative diction in his speech that refers to evaluative language. he rejects racial discrimination in the united states and uses his words to mobilize mass. it is the reason why this speech becomes legend, and it is discussed until now as evidence of citizenship rights struggle in america. the speech encompasses changes in ways of thinking that will further evoke new rights for black people in the social structure. the washington post becomes one of the media that still discusses martin luther king jr’s struggle entitled what would martin luther king jr, say about the current civil unrest (1 june 2020). it contains the black civil movement story, which refers to racism still found today. this study deals with the racial injustice issue concerned by martin luther king jr in his speech. his speech becomes the object of this study. how he arranged the words to influence the public is discussed in this study by identifying evaluative word choices. clauses represent emotions of someone towards something and they become ideas to share in a social context. the clause that is treated as a manifestation of an activity involving people and things becomes the focus of analysis. refusal of social injustice emerges in the speech related to the social condition of the united states in racism. one of several previous studies is from ulfah, sujatna, and amalia (2019) entitled attitudinal meaning in the syllabus of same-sex marriage legal document of the united states: a systemic functional linguistics approach. it contains clauses which are divided into 91 affects, 54 judgments, and 58 appreciations in attitude system and it does not discuss the engagement and graduation system. the result of that study tends to show that the word choice in attitude types, there are ‘harm’ and ‘criminal’ that most often in insecurity constituent. it tends to show to the reader that the petitioners want equality by saying that marriage is a fundamental right of all humans that must be obtained. so marriage must be legalized. the word choice in attitude types, there are ‘fundamental’ in valuation constituent and ‘intimate’ in normality constituent. the other previous study is adopted from rohmawati (2016) entitled appraisal haq, a.s., indrayani, l.m. & soemantri, y.s. (2020). attitudinal meaning in speech of martin luther king jr: a functional grammar approach. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 14-22. 16 devices realizing attitudes in barack obama’s inaugural speech. it employs attitude system that reveals 51 affects, 155 judgements, and 117 appreciations. the use of judgement in the speech dominates the percentage of attitudes. obama uses positive attitudes more often than the negative ones in the speech. it indicates that obama is a good leader with high capability and a great way of thinking. the next previous research is gained from ademilokun (2015) entitled aspects of attitudinal meaning in nigerian president muhammadu buhari’s inauguration speech: an appraisal analysis. it restricts the analysis only in the attitude system as well. the most dominant system as the result is affect. the analysis reveals that affective meanings are mostly employed in the speech to establish and maintain interpersonal. it is used by the president for the externalisation of his personal feelings, having contested the presidency unsuccessfully at three different times in the past and having undergone a mentally and sociologically sapping electioneering campaign experience. the urgency of this study is reflected in the findings of linguistic evidence that represent a social critic in american society. the frequency of attitude types encompasses the inference to represent the subjectivity of martin luther king jr toward conditions. the subjectivity of a public figure aims to influence his followers to acquire similar subjective emotions. persuading the people to gain the same public opinions is one of the final purpose in delivering the speech. interpersonal meaning one of clause metafunction is interpersonal meaning constructed to enact in communication. to discuss social issue, clauses in the speech are viewed as the exchange in society. halliday (2014) remarks that a clause has meaning as an exchange, a transaction between speaker and listener; the subject is the warranty of the exchange. it is the element of the speaker to make responsible for the validity of what he is saying. appraisal system martin and rose (2007) state that appraisal is concerned with evaluation, the kinds of attitudes that are negotiated in a text, the strength of the feelings involved and the ways in which values are sourced and readers aligned. appraisal system can be employed to phonology, lexicogrammar, and discourse semantic relation, but in this study it is used for discourse semantic level. there are three interacting domains in appraisal system, namely ‘attitude’, ‘engagement’ and graduation,’ but in this study, attitude system specifically becomes the focus. attitude is mostly conveyed by adjectives to give a positive or negative value.“attitude is concerned with our feelings, including emotional reactions, judgments of behavior and evaluation of things. engagement deals with sourcing attitudes and the play of voices around opinions in discourse. graduation attends to grading phenomena whereby feelings are amplified and categories blurred (martin, 2005)” attitude system the attitude system represents the evaluative entity in language use. someone uses subjective presence to give values toward something. this system gives the result in a positive or negative value. the values can be represented by adjectives, adverbs, celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 17 nouns, or verbs. lipson (2006) states that attitude concerns the values by which speakers/writers evaluate human behavior and objects and associate emotional/effectual responses with participants and processes. martin and white (2005) remark that attitudinal meanings tend to spread out and color a phase of discourse as speakers and writers take up a stance oriented to affect, judgement or appreciation. in this system, there are three subsystems that reveals specific meaning of a word. the types are affect, judgement, and appreciation. affect this type of attitude reflects the emotion of emoter toward phenomena. it refers to the source of emotion which is represented by emoters. emoter and its emotion cannot be discussed separately. the use of pronoun i usually becomes the characteristic of this type. painter (2003) remarks that emotion is arguably at the heart of these regions since it is the expressive resource we are born with and embody physiologically from almost the moment of birth. this subsystem has its types, and it contains three types of affect at least. they are happiness, security, and satisfaction in positive value. judgement this system refers to evaluate behavior and characteristic of people as the target of evaluation. “judgement deals with attitudes towards behavior, which we admire or criticize, praise, or condemn (martin and white, 2005).” it contains the same feature as the other attitude system, such as positive and negative categories. in conveying the evaluations toward behavior, someone uses word choices to reflect judgement. the types of word class in judgement are adjective, noun, adverb, and verb. appreciation this system connects to the mental process which refers to the conscious activity of someone. “appreciations can be divided into our ‘reactions’ to things (do they catch our attention; do they please us?), their ‘composition’ (balance and complexity), and their ‘value’ how innovative, authentic, timely, etc.) (martin and white, 2005).” those three types of appreciation relate to human consciousness, namely feelings for emotions, five senses for composition, and cognition for valuation. the appraisal system specific area of attitude system with affect, judgement, and appreciation subsystem becomes focus in this study related to the research questions that investigate and infer evaluative meaning. it is different with ulfah, et al. (2019) that studies attitude system in law proposal and rohmawati (2016) in the political context, this study relates to social discrimination issue behind racial injustice. method the research method employed in this study is descriptive qualitative. in this study, the speech script is divided into clauses in minor or major form. the clauses are categorized into the types of attitude. to reduce data, clauses are selected to acquire the statements that relate to subjective presence. the data are not changed at all to gain valid criteria. the attitude clauses are counted to investigate the frequency of types assisted by antconc software. acquiring lexical choices to divide the subjective words that relate to personal emotions is assisted by concordance features of the software. haq, a.s., indrayani, l.m. & soemantri, y.s. (2020). attitudinal meaning in speech of martin luther king jr: a functional grammar approach. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 14-22. 18 after deciding the numerous subjective lexical words, the words are categorized based on the types of attitudes manually. the specific types of attitude clauses are found to determine the frequency. the frequency is meant after the most dominant type is found. sfl theory, namely interpersonal meaning pioneered by m.a.k halliday and his colleague becomes the framework in this study and the tool to analyze is appraisal system pioneered by j.r martin. findings the clauses that have been selected are analyzed by identifying the types of attitude as the first research question substance. as appraisal theory pioneered by j.r martin and his colleagues, the clauses have been categorized into the types of attitude. martin luther king jr as a representation of black men in the united states becomes the appraiser or person who is feeling toward the racial injustice issue. the trigger of emotion or what is appraised is the racial injustice issue. there are 90 clauses that contain values, but the findings are only the sample of each type. table 1. findings of attitude elements in martin luther king jr’s speech attitude systems affect judgement appreciation positive (+) types frequency types frequency types frequency happiness 3 normality 3 reaction 12 security 4 capacity 3 composition 6 satisfaction 4 propriety 1 valuation 3 negative (-) unhappiness 2 normality 16 reaction 5 insecurity 5 capacity 4 composition 1 dissatisfaction 8 propriety 7 valuation total of data 26 33 31 attitude as affect this type contains both positive and negative values with various subtypes, namely happiness, security, and satisfaction. the clauses with positive values are “i am happy to join with you today,” “this is our hope,” and “thank god almighty.” those clauses show that martin gives positive responses, even the racial issue stimulates massive movement. as a leader, he tries not to provoke negatively, but he also reminds the peace of the audience or the readers. it can be seen from the diction above, which reflects positive responses. the clauses with negative values are “the negro is still languished in the corners of american society,” “that some of you have come here out of great trials and tribulations,” and “but one hundred years later, the negro still is not free.” those clauses show that negative affect emerges as the dominant domain than the positive one it reflects the tendency to respond the racial issue negatively. the use of dictions referred was to convey the pain in the social world. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 19 attitude as judgement this type contains both positive and negative values with various subtypes, namely normality, capability, and propriety. the clauses with positive values are “all men are created equal.”, “my people who stand on the warm threshold which leads into the palace of justice,“ and “we must forever conduct our struggle on the high plane of dignity and discipline.” those clauses show what condition is proper. even the dictions do not refer to negative entities, and martin tends to convey the ideal condition. the clauses with negative values are “now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood, “as long as the negro is the victim of the unspeakable horrors of police brutality,” and “some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality”. those clauses indicates that martin reflects the reality of racial injustice to persuade many people to reject the condition. it can be seen from the dictions that represents injustice in america. attitude as appreciation this type contains both positive and negative values with various subtypes, namely reaction, composition, and valuation. the clauses with positive values are “this momentous decree came as a great beacon light of hope,”, “the whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges,” and “in the process of gaining our rightful place.” those clauses indicate the grateful responses in facing the condition. even the racial issue comes as a big problem, martin uses positive appreciation in his speech as the dominant domain than a negative one. it can be seen from the dictions that he has a hope to change the condition. not only giving the negative comment, but he also spreads the hope that will exist. the clauses with negative values are “so we have come here today to dramatize a shameful condition,” “america has given the negro people a bad check,” and “will now be content will have a rude awakening.” those clauses reflect the condition transformed into other things. it indicates the disappointment in facing the non-ideal condition. the negative elements tend to declare the bad condition to change. haq, a.s., indrayani, l.m. & soemantri, y.s. (2020). attitudinal meaning in speech of martin luther king jr: a functional grammar approach. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 14-22. 20 table 2. frequency of attitude elements in martin luther king jr’s speech 0 5 10 15 20 25 30 35 judgement appreciation affect frequency positive negative discussion to answer both research questions, the frequency of all attitude types are interpreted based on findings. the frequency presented shows that speech of martin luther king has various attitude elements in conveying his evaluative language. attitudinal meaning emerges in attitude system within its variety realized by clauses. the table informed by chart shows that judgement is the most dominant type of attitude element in facing racial injustice issue. it consists of 33 data and takes 37% in proportion. the word choices in judgement such as equal, true, violence, brutality, freedom, oppression, despair mostly reflect the refusal with most dominant negative type. the word choices in appreciation, such as rude, bad, great, obvious, bright, shameful, marvelous, reflect the hope to change the condition and take 34% proportion. the word choices in affect such as free, happy, joyous, languished, satisfied, guilty reflect the emotions and take 29% proportion. associating to racial injustice, those lexical choices reflect facts felt by black people in that period. racial injustice is rejected to maintain equality in civil rights through expressing and revealing discrimination in social real life. judgement words represent injustice in social structure employed not only by goverment but also numerous society. the speech emerges to mark the black existence as an equal man in american society. the contemplative messages in speech are the hope of black in that period to a better future for the next black generation. it is different with rohmawati (2016) and su (2016) that reflect positive and convincing findings, this study represents the refusal of social injustice toward the black race through emphasizing predominant negative attitudes. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 21 conclusion the most frequent attitude reflected by judgement indicates that martin luther king tends to imply the necessity of change after conveying bad condition by using negative type. the gap between each attitude system is thin, which reflects the balance of sharing emotions. the negative emotions mix orally with positive emotions to persuade people. it can be inferred that negative emotion as the refusal of the condition, but positive emotions do not have to disappear. negative emotions can be hatred that can stimulate revenge. martin luther king jr responds to the racial injustice issue with mixed emotion in his speech. the strategy of critic conveyed in a different type of attitude can give deep messages to people who listen. appreciation attitude is used positively to describe expected conditions analogized in something different. affect attitude is used negatively to express the collective disappointed emotion of black man represented by martin luther king jr. because of its findings, this study can be a new reference to whom tends to arrange a similar study. the inference of linguistic evidence can also be a critic that maintains the legacy of martin luther king jr. references demilokun, mohammed.(2015).aspects of attitudinal meaning in nigerian president muhammadu buhari’s inauguration speech: an appraisal analysis. the african symposium volume 15, no. 2, december 2015. african :obafemi awolowo university halliday, m.a.k and matthiessen.(2014).halliday’s introduction to functional grammar (fourth edition). usa and canada: hooder education kumalasari, faradila and soeparto.(2015).factors influencing the motivation of the students f'rom thailand in choosing english department in university of muhammadiyah malang. celtic: a journal of culture, english language teaching, literature, & linguistics. malang: university of muhammadiyah malang li, xiaqing.(2016).an attitudinal analysis of english song discourse from the perspective of appraisal theory. journal of language teaching and research, vol. 7, no. 3, pp. 559-565, may 2016 shanxi normal university: china lipson, maxine. (2006).exploring functional grammar. clueb : bologna martin, j. r.(2000). beyond exchange: appraisal systems in english. in hunston, s. & g martin, j. r. and white, p. r. r.(2005).the language of evaluation, appraisal in english. palgrave macmillan: us and uk martin, j. r. and rose, david.(2007).working with discourse, meaning beyond the clause. continuum:london ngo, thu and unsworth, len.(2011).vietnamese person reference system as an appraisal resourse. linguistic diversity and cultural identity: a global perspective, 169-188. nova science publishers, inc. painter, c.(2003).developing attitude: an ontogentic perspetive on appraisal. text 23.2. 183–210. pascual, mariana and unger, lidia.(2010).appraisal in the research genres: an analysis of grant proposals by argentinean researchers. network of scientific journals haq, a.s., indrayani, l.m. & soemantri, y.s. (2020). attitudinal meaning in speech of martin luther king jr: a functional grammar approach. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 14-22. 22 from latin america, the caribbean, spain, and portugal: argentina. rohmawati.(2016).appraisal devices realizing attitudes in barack obama’s inaugural speech. jurnal vision, volume 5 number 1, april 2016. blora su, ting.(2016).positive discourse analysis of xi jinping’s speech at the national university of singapore under appraisal theory.shanxi normal university: linfen ulfah, sujatna, and amalia.(2019).attitudinal meaning in the syllabus of same-sex marriage legal document of the united states: a systemic functional linguistics approach. leksika vol. 13, no.2, august 2019. universitas padjajaran: bandung yang, linxiu and xiaojuan, lv.(2015).reporting evidentials in generic structures of english research articles-from the perspective of engagement in appraisal system.international journal of linguistics and communication 3 (1).american research instttute for policy development. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 191 a transitivity analysis of greta thunberg’s 2019 climate action summit speech 1ardelia karisa, 1stefanny lauwren* 1universitas sanata dharma, indonesia *corresponding author: liulieie@gmail.com abstract climate change has been one of the most significant concerns for the united nations. as a result, the united nations held a summit in 2019, inviting several notable speakers in the field. one of them is a young teenager from swedish, greta thunberg. greta thunberg is a prominent climate activist who delivered a speech at the united nations climate action summit 2019, which is about how people and the government need to limit global warming. her address became viral and garnered attention from many media, and roused a massive youth-led climate rally. thus, this study analyzed her speech as the object of the study and employed a descriptive qualitative method. the study scrutinized 54 clauses through transitivity analysis from hallidayan systemic functional grammar (sfg) to understand the processes in the address and its function. this current study has revealed that the speaker’s dominantly used material process (37%) to describe the damage to the environment done by people. the use of relational process (31.5%) describes climate change's effects on the world and her life. the mental process used in 16.7% of the data provokes guilt and responsibility, as she pointed the audience as the actors that cause climate change. the behavioural process (7.4%) shows that thunberg will not stay quiet on climate crisis when her generation is the one who will suffer from it. existential process (3.7%) is used to describe the existing problems, while verbal process (3.7%) is used in quoting the high-profile politician to prove that none of their promises have been fulfilled. keywords: climate action summit 2019; greta thunberg; transitivity analysis; verb abstrak perubahan iklim menjadi salah satu perhatian terbesar organisasi perserikatan bangsa-bangsa. pada 2019 perserikatan bangsa-bangsa menggelar ktt dengan mengundang beberapa pembicara terkemuka di bidangnya, salah satunya remaja asal swedia, greta thunberg. greta thunberg terkenal sebagai seorang aktivis iklim yang menyampaikan pidato tentang bagaimana masyarakat dan pemerintah perlu mengambil tindakan untuk membatasi pemanasan global di united nations climate action summit 2019. pidatonya menjadi viral dan menarik perhatian banyak media serta memicu demonstrasi iklim besar-besaran yang dipimpin oleh anak-anak muda. studi ini menganalisis pidato greta thunberg dengan menggunakan metode deskriptif kualitatif. studi ini meneliti 54 klausul melalui analisis transitivitas dari hallidayan systemic functional grammar (sfg) untuk memahami proses dan fungsinya. penelitian ini menemukan bahwa pembicara dominan menggunakan proses materi (37%) untuk mendeskripsikan kerusakan lingkungan yang dilakukan oleh manusia. penggunaan proses relasional (31.5%) menggambarkan pengaruh perubahan iklim terhadap dunia dan kehidupannya. proses mental, yang digunakan di 16.7% data, memancing rasa bersalah dan tanggung jawab, saat ia menunjuk penonton sebagai aktor penyebab perubahan iklim. proses perilaku (7.4%), menunjukkan bahwa thunberg tidak akan tinggal diam menghadapi krisis iklim ketika generasinya yang akan menderita. proses eksistensial (3.7%) digunakan untuk mendeskripsikan masalah yang ada, sedangkan proses verbal (3.7%) digunakan dalam mengutip politisi papan untuk membuktikan bahwa janji mereka tidak ada yang dipenuhi. karisa, a., & lauwren, s. (2020). a transitivity analysis of greta thunberg’s 2019 climate action summit speech.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 191-198. 192 kata kunci: analisis transivitas; climate action summit 2019; greta thunberg; kata kerja introduction greta thunberg is a prominent youth climate activist. thunberg was then only 15 years old when she started a climate strike outside the swedish parliament in august 2018. this was the beginning of the global school strike for climate called fridays for future (‘fridays for future – how greta started a global movement’, 2020). on monday, september 23rd 2019, she spoke in front of the world leaders at the united nation climate action summit. thunberg said about how people and the government need to take action to limit global warming. despite being the youngest speaker, her speech became headlines in many media outlets, rousing a massive youth-led climate rally. the rally is said to be the most significant environmental protest ever happened. following the massive media coverage, the collins dictionary's lexicographers even put the word climate strike as the word of the year. she is also chosen by time magazine as 2019 person of the year (alter, haynes, & worland, 2019). nevertheless, it is reported that thunberg rejects a prestigious environmental award and the prize money in the same year. she insists that her climate movement needs no more awards, but it needs more politicians and people in power to pay attention to the climate problem and to take action (‘greta thunberg: why has she turned down an award? cbbc newsround’, 2019). as of this article is being written, thunberg still consistently continues the weekly protest every friday (witt, 2020). systemic functional grammar is a theory devised by halliday and matthiessen (2014) to study a language's meaning based on their grammar. in systemic functional grammar, the meaning is derived from three metafunctions; ideational, interpersonal, and textual. each of them treats clauses in the text as representation, exchange, and message. analysis employing systemic functional grammar is not uncommon. some researchers have used sfg to analyze a speech (harwiyati & siagianto, 2016; zhao & li, 2018; zhu & li, 2018), literary text (darani, 2014; nugraha & mahdi, 2020), and analyze non-political speech (haq, indrayani, & soemantri, 2020). zhao and li (2018) conducted a transitivity analysis study on the inaugural speech of donald trump, the american president. the study was conducted to discover the political motivation and explore the profound social significance via transitivity. it is discovered that the material process is the process with the most appearance, followed by relational and mental processes. the material process is employed in transferring power to people, while the relational process is utilized in advocating u.s. interests in international contacts. the mental process is applied to recover the audience’s confidence and expectation for a better future. an analysis of the transitivity system in the lottery by shirley jackson was done by nugraha and mahdi (2020) to discover mr. summers's representation, the main character, from the types of processes in clauses that related to him. through a descriptive qualitative research design, the study finds that the verbal process dominates the text to construct mr. summers through verbiage. the high number of the material process shows that he does activities in the domestic and physical domain, while the relational process is used to characterize explicitly. the mental and behavioural process is used to depict the character’s cognition and everyday activity. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 193 haq, indrayani, and soemantri (2020) employed hallidayan systemic functional grammar as the framework and j. r. martin’s appraisal system to analyze the attitudinal meaning in martin luther king jr’s speech. from the ninety clauses found in the text, the study finds that judgement is the most dominant, followed by appreciation and effect. the high number of judgements shows racial injustice’s reality to persuade people to reject the condition. appreciation is used positively, while affect is used negatively. the study finds that the speaker used mixed emotions in his speech. the negative emotions found in the address can be inferred as a refusal of the condition and can stimulate revenge. this research on thunberg’s speech applies transitivity analysis, which is a part of ideational metafunction in systemic functional grammar (sfg). according to eggins (2004), in the transitivity system, there are three aspects of the clause; the verbal group, the participant, and the circumstances. the transitivity process that this study focuses on is the verbal group, which is the grammatical system by which a mode of action or interaction is achieved (halliday & matthiessen, 2014). as construed by the transitivity system in the grammar, the different types of processes are divided into ‘outer’ and ‘inner’ experiences. the outer experience is an experience outside the world of consciousness, including perception, emotion, and imagination. the inner experience is experience which involves reaction and reflection from the outer experiences. the experiences about the world from ‘outer’ and ‘inner’ experiences are divided into six ideational processes; material, mental, behavioural, verbal, relational, and existential processes. the high number of scholars that employ transitivity analysis proves that it is a powerful tool for speech analysis. however, to the best of the researchers’ knowledge, none of the previous studies has analyzed the transitivity process in this particular speech. it also provides a new outlook to transitivity analysis in analyzing a nonpolitical speech by a teenage climate activist. this research aims to discover the transitivity process in thunberg’s speech at the climate action summit 2019 and its functions in the speech. method this research employed a descriptive qualitative method to discover the distribution and function of ideational metafunction presented in thunberg’s speech. this method describes a phenomenon and reveals the complexity through textual analysis and interpretation. transitivity analysis, which is a part of hallidayan systemic functional grammar (2014), was used to analyze the clauses found in the speech. transitivity analysis treats clause as experience, construing the human experience from inner and outer consciousness, thus being utilized as the tool to support this study's aim. this research studied the ideational metafunction, which focused on the verbs of the clauses. the object of the study was the clauses taken from the transcription of greta thunberg’s speech at the united nations 2019 climate action summit, which was taken from https://www.npr.org/2019/09/23/763452863/transcript-greta-thunbergsspeech-at-the-u-n-climate-action-summit. the speech length was 495 words and consisted of 54 clauses, excluding the exclamatory and expression sentences. transitivity analysis starts with the classification of different kinds of processes. therefore, the study examined the text and categorized the verb based on the transitivity https://www.npr.org/2019/09/23/763452863/transcript-greta-thunbergs-speech-at-the-u-n-climate-action-summit https://www.npr.org/2019/09/23/763452863/transcript-greta-thunbergs-speech-at-the-u-n-climate-action-summit karisa, a., & lauwren, s. (2020). a transitivity analysis of greta thunberg’s 2019 climate action summit speech.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 191-198. 194 process of the hallidayan systemic functional grammar, which consisted of six types of processes; material, mental, relational, verbal, behavioural, and existential process. the findings on the processes were interpreted to reveal the experience of the speaker. findings analysis of the clause as representation deals with exploring transitivity patterns and involves the specification of the choice of a process and the associated participant roles in each clause. this study is going to focus on the choice of process-related in the clauses. the figures for the ranking and embedded clauses are shown in table 1, which summarizes the results of the transitivity analysis. table 1. summary of transitivity process type in thunberg’s speech transitivity process type thunberg’s speech frequency percentage material 20 37% relational 17 31.5% mental 9 16.7% behavioural 4 7.4% existential 2 3.7% verbal 2 3.7% total 54 100% thunberg’s speech consists of fifty-four clauses. through transitivity analysis, the study finds that the material process dominates the data, occurring twenty times and represented through 37% of the data. the second-highest occurrence of seventeen times is the relational process, represented by 31.5% in the text. the mental process occurs nine times, presenting 16.7% of the data, while the behavioural process occurs four times out of fifty-four clauses, presented in 7.4% of the data. both existential and verbal happens two times, and each is given in 3.7% of the data. according to halliday, material, mental, and relational are the main types of processes in the english transitivity system. similarly, in thunberg’s speech, the processes with the highest number are material, relational, and mental processes, which proves that in her speech, she deals more with clauses with processes related to doing and happening, being and having, and sensing. discussion among the six major types of process, the material process occurs the most with total numbers of twenty, and the proportion of the process to the total clauses is 37%. by using material clause, the speaker focuses more on the actors and action. since material clauses construe a quantum of change in the flow of events as taking place through some energy input, they are considered the clauses of doing and happening. as material clauses discuss the verbs about doing and happening, the clauses cannot be separated from the actors. the material processes in the speech are described in the clauses below: (1) yet you all come to us young people for hope. (2) you have stolen my dreams and my childhood with your empty words celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 195 (3) you continue to look away and come here saying that you're doing enough based on the clauses, most of the verbs' actors refer to the audience; however, sometimes it refers to the speaker. thunberg assumed the audience as “you” and her side as us or we. by creating an apparent division between the audience and herself, thunberg intends to show that the audience's role is mostly as the ones who make and let the climate crisis happens. zhao and li (2018) stated that material clauses state actual events, making the speech more objective and persuasive. similarly, thunberg used material clauses to convince, inform, and influence people about the climate crisis and its dangers to the summit audience. according to table 1, the relational type occurs seventeen times. the proportion of the process to the total clauses is 31.5%, making it the second-largest group after the material process. the fundamental properties of ‘relational’ clauses derive from the nature of a ‘being’ configuration. it concerns a sense of being, possessing, or becoming, which serves to characterize or to identify. the clause that is realized as a relational process gives information about the phenomena and the participant's quality. thunberg demonstrates the changes through the relational process as in: (1) we are in the beginning of a mass extinction. (2) with today's emissions levels, that remaining co2 budget will be entirely gone within less than 8 1/2 years. (3) the world had 420 gigatons of co2 left. according to downing and locke (2006), the relational process shows how a participant is characterized or identified. in the speech, it is seen that thunberg shows how climate change has been affecting the world and her life. she identifies the climate crisis, such as the co2 budget and the world’s condition, which will cause mass extinction. she also characterizes the audience as both the victims and perpetrators. the same as material processes, the relational process also offers the state of real events. thus, being the two-most frequent processes in thunberg's speech, both material and relational processes help shape the speech to be objective and persuasive at the same time. the third-largest clause in the speech is the mental clause. “mental” clauses are clauses of sensing. it occurs nine times (16.7%) in the speech. while ‘material’ clauses are concerned with our experience of the material world, ‘mental’ clauses are concerned with our experience of the world of our consciousness, such as thoughts, feelings, and perceptions. a ‘mental’ clause construes a quantum of change in the flow of events in our consciousness. the speech's mental clauses contain sensing verbs, such as; hear, understand, believe, refuse, pretend, want, and like. (1) i do not want to believe that (2) …you understand the urgency (3) …i refuse to believe mental processes are categorized into four types, such as perceptive, emotive, cognitive, and desiderative. the mental processes that are employed in the speech are desiderative (want, refuse), perceptive (hear), emotive (like), and cognitive (understand, believe, pretend). thompson (2013) explained that cognitive mental processes are about deciding and understanding, desiderative ones are about “wanting”, perceptive mental processes are about sensing, while the emotive mental processes involve feelings. the speaker expressed her perception that the audience was taking climate change too karisa, a., & lauwren, s. (2020). a transitivity analysis of greta thunberg’s 2019 climate action summit speech.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 191-198. 196 easily. she also wants to change the audience's perspective, who in her speech is considered ignorant of the changes. using clauses with mental processes, she also provoked guilt and responsibility as she pointed the audience as the actor that caused climate change. furthermore, table 1 shows four behavioural processes, and the proportion to the total clauses is 7.4%. this process places in the borderline of material and mental processes that represent the outer manifestations of inner workings, the acting out of consciousness, and physiological states. like the name itself, behavioural process concerns how people behave, consisting of both physiological and psychological experience. below is the clauses employing behavioural processes: (1) we'll be watching you. (2) and if you choose to fail us. (3) we will never forgive you. (4) the world is waking up. according to the clauses found in the speech, it can be proved that in behavioural process, thunberg as a speaker is conscious of her being and the people that she represents in this speech, which are the children and people in general. the verbs used in this behavioural process are mostly near mental. it means that as well as provoking the feeling of guilt and responsibility as she pointed the audience as the actor that causes climate change, it is assumed that she will not stay quiet about people not doing anything to change their lifestyle so that the carbon emission can decrease. existential’ clauses constitute a minor type of process and are not very common in a text in general, other than on folktales. that is why, in the data, there are only two existential clauses (3.7%). the existential clauses are clauses of existing and happening. they typically have the verb be. existential clauses are on the borderline between relational and material. despite resembling ‘relational’ clauses, the other verbs commonly occur are mainly different from either the ‘attributive’ or the ‘identifying’. the existential clauses in the data were represented by the verb be and live. through an existential clause, the audience is informed of the current climate crisis and its causes. sharing the same amount of data as the existential, verbal process occurs twice in the data, and the proportion to the total clauses is 3.7%. the verbal process is placed in the borderline of mental and relational. however, unlike mental clauses, the verbal clause does not require a conscious participant. as it is seen in the clause “you say you hear us and that you understand the urgency”; the subject “you” is unidentified. thunberg uses this clause to quote someone else that is assumed as the high-profile politician and the world leaders who say they care about climate change and want to change it. however, in this speech, thunberg shows that none of the promises has been granted. conclusion this research on thunberg’s speech is applying transitivity process analysis and discovers that material processes dominate the text, represented by 37%. the relational processes occupy 31.5% of the text, followed by mental processes presented by 16.7%. behavioural processes are represented through 7.4% of the text, followed by existential and verbal processes; both are represented by 3.7% of the data. the study finds that the transitivity processes are used to inform the audience of the climate crisis's existing celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 197 problems, state the cause of climate change, and provoke the feeling of guilt and responsibility of climate crisis. the material process is employed to describe the damage to people's environment, while the use of relational process describes the effects of climate change on the world and her life. the mental process provokes guilt and responsibility, as she pointed the audience as the actor that causes climate change. the behavioural process shows that thunberg will not stay quiet on climate crisis when her generation is the one who will suffer from it. the existential process is used to describe the existing problems, while verbal processes are used in quoting the high-profile politician to prove that none of their promises have been fulfilled. this study undoubtedly has its limitation and still has much room for improvement. this research does not analyze the circumstantial participant of ideational metafunction, which might add more enlightenment in analyzing the text's transitivity. this research suggests that future researchers analyze the speech through other metafunctions in hallidayan sfg, such as interpersonal and textual metafunctions. references alter, c., haynes, s., & worland, j. 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(2014). halliday’s introduction to functional grammar (fourth edition). milton park, abingdon, oxon: routledge. retrieved from library of congress isbn haq, a. s., indrayani, l. m., & soemantri, y. s. (2020). attitudinal meaning in martin luther king jr speech: a functional grammar approach. celtic: a journal of culture, english language teaching, literature and linguistics, 7(1), 14. doi:10.22219/celtic.v7i1.12126 harwiyati, r., & siagianto, b. e. (2016). transitivity system on joko widodo’s speech at the apec ceo summit on november 10th, 2014, in beijing, china. premise journal:issn online: 2442-482x, issn printed: 2089-3345, 5(1). doi:10.24127/pj.v5i1.430 nugraha, i. s., & mahdi, s. (2020). transitivity system on building character of mr. summers in the lottery by shirley jackson. celtic: a journal of culture, english language teaching, literature and linguistics, 7(1), 35. doi:10.22219/celtic.v7i1.11980 karisa, a., & lauwren, s. (2020). a transitivity analysis of greta thunberg’s 2019 climate action summit speech.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 191-198. 198 thompson, g. (2013). introducing functional grammar (third edition). london: new york : routledge, taylor & francis group. retrieved from library of congress isbn witt, e. (2020, april 6). how greta thunberg transformed existential dread into a movement. retrieved 7 november 2020, from https://www.newyorker.com/books/under-review/how-greta-thunbergtransformed-existential-dread-into-a-movement zhao, y., & li, f. (2018). transitivity analysis of david cameron’s speech in retaining scotland. international journal of language and linguistics, 6(3), 70. doi:10.11648/j.ijll.20180603.13 zhu, y., & li, f. (2018). transitivity analysis of american president donald trump’s inaugural address. international journal of literature and arts, 6(2), 28. doi:10.11648/j.ijla.20180602.11 celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 65 mbojo nicknames: reviewing the clipping process of bimanese personal names 1rosalin ismayoeng gusdian*, 2azizatul zuhra 1universitas muhammadiyah malang, indonesia 2smp negeri 02 woja, indonesia *corresponding author: rosalindedy@gmail.com abstract it is the aim of the study to reveal the distinctive clipping process that takes place in the word formation of nicknames in mbojo which is one of the major ethnic groups in bima and its surroundings. moreover, this study employed qualitative method. the objects of this current study were mbojo nicknames used by people who live in dompu regency, west nusa tenggara. the nicknames were collected from the family cards (kk), in 2 community units (rw). the data were supported by an informant who is a native of dompu regency was requested to validate and check whether the collected nicknames data were truly the local people. in analyzing the data, the researcher classified the collected data using the categorization of clipping process. the result of the study showed that the clipping process found in mbojo nicknames took place in the beginning of the names (fore-clipping); in the end of the names (back-clipping); in the beginning and end of the names (ambi-clipping); in the middle and end of the names (median-clipping and back-clipping); and in the beginning, middle, and end of the names (fore-clipping, median-clipping, and back-clipping). it is implicated that among these clipping process, ambi-clipping is the most frequently found type in mbojo nicknames. keywords: clipping; mbojo; nicknames; word-formation process abstrak tujuan dari penelitian ini adalah untuk mengungkapkan proses kliping yang terjadi di dalam pembentukan nama panggilan di mbojo yang merupakan salah satu kelompok etnis utama di bima dan wilayah sekitarnya. desain dari penelitian ini, peneliti menggunakan metode kualitatif karena peneliti mencoba untuk menggambarkan proses klipping di dalam pembentukan nama panggilan di mbojo. adapun objek dari penelitian ini adalah nama panggilan mbojo yang digunakan oleh masyarakat yang tinggal di kabupaten dompu, nusa tenggara barat. nama-nama tersebut dikumpulkan dari kartu keluarga (kk) yang ada di dua rukun warga (rw) yang ada di daerah dompu. mereka harus benar-benar dari penduduk local. oleh karena itu, data tersebut juga didukung oleh seorang informan yang merupakan penduduk asli kabupaten dompu yang mempunyai peran untuk mengecek apakah nama-nama tersebut benar-benar berasal dari penduduk lokal. kemudian, dalam menganalisis data, peneliti mengklasifikasikan data yang dikumpulkan menggunakan kategorisasi proses kliping. selanjutnya, hasil penelitian menunjukkan bahwa proses kliping yang ditemukan di julukan mbojo terjadi di awal nama (fore-clipping); di akhir nama (back-clipping); di awal dan akhir nama (ambi-clipping); di tengah dan akhir nama (ambi-clipping dan back-clipping); dan di awal, tengah, dan akhir nama (fore-clipping, ambi-clipping, dan back-clipping). hal ini berimplikasi bahwa di antara proses kliping ini, kliping ambi adalah jenis yang paling sering ditemukan dalam nama-nama panggilan suku mbojo. kata kunci: nama panggilan; kliping; mbojo; proses pembentukan kata gusdian, r. i. & zuhra, a. (2020). mbojo nicknames: reviewing the clipping process of bimanese personal names. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 65-73. 66 introduction language is established through naming process (pateda, 2016). every single thing in the universe abides names. as stated in croft (2009) and coates (2013), names are associated with person, entity, or thing. therefore, names mean more than just mere words; they refer not only to people but also animals, objects, ideas, and even a brand. in terms of a person’s name, people are used to call others using their nicknames instead of complete names for the sake of flexibility and simplicity wardhaugh (2006). for instance, in, it is much easier to call someone whose name is ‘alexander nicholson’ with ‘alex’ rather than with ‘alexander.’ ‘alex’ consists of fewer syllables than ‘alexander’; thus, it makes people feel at ease when using such a name. according to plag (2003), calling people with nicknames indicates closeness or familiarity. people tend to use nicknames to call others whom they are closely related with. alex, ben, rob, mike, and kate are examples of nicknames showing that english speakers like to shorten each other’s names (yule 2010). not only does shortening names take place in english names, but such a phenomenon also happens in other languages. in bahasa, the names with more than two syllables, like ‘anita’ and ‘suharto’ are trimmed into ‘ani’ or ‘nita’ and ‘harto’ respectively. in terms of morphology, shortening part(s) of a word is known as clipping. in english, for example, terms like ‘gasoline’ and ‘advertisement’, are frequently clipped into ‘gas’ and ‘ad’; while, in bahasa, common words like ‘dokter’ and ‘kakak’ are usually clipped into ‘dok’ and ‘kak’. yule (2010) examines that clipping is eliminating or slicing one of more than one syllable of a word to a shorter form, usually beginning in casual speech. meanwhile, indonesia is a country which comprises hundreds of ethnic groups speaking various local languages. these ethnic groups, such as sunda, minangkabau, bugis, java, sasak, batak, madura, and mbojo, speak their own and distinctive local languages (sundanese people speak bahasa sunda; people of minangkabau speak bahasa minang; javanese people have their very own boso jowo, and others). among these ethnic groups, mbojo is an ethnic group of which people reside in bima, city located in the island of sumbawa, west nusa tenggara; the language they use is also called mbojo. from the initial observation, in their naming tradition, mbojo people use certain nicknames to honor the elderly. these nicknames are called lia angi; they are used by younger people to address the elder ones. studies which delve into word formation process are numerous (marzita, syarif, and ardi 2013; ratih and gusdian, 2019; etc.). meanwhile, there have been studies— although not many—conducted to investigate clipping as word formation process phenomenon in some languages. dwijayanti (2008) investigated the clipped words produced in a javanese program aired in the local tv show; jamet (2009) examined the morphological approach of clipping in english; and goethem and hiligsmann (2014) inspected the clipping process in a certain dutch word ‘reuze’. however, the studies about the clipping process in names are very few. only fajardo and gonzalez (2018) delved into the clipping process of personal names in more than twenty different languages; in the findings, they found that there are major types of shortened clipped names (absolute, suffixed, and blending). besides, the studies about the naming system in mbojo are also very limited; only said (2016) examined the functions of mbojo nicknames which refer to the cultural aspects. in this study, he found that the nicknames are mainly used to honor older celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 67 people. another similar study by julaiha (2016) revealed that the address forms used in mbojo used several selections of address forms and the vowel change patterns depending upon the addresses’ age and gender. these findings showed that address forms found in nicknames in bima language are affected by age and gender. female and male have vowel change patterns in the addressing forms. however, there are fairly limited studies researching on the morphological process of the nicknames in mbojo naming system. therefore, this study is going to investigate the word –formation process (specifically the clipping process) taking place in the mbojo naming system. method the research objects of this study were mbojo nicknames that are used by bimanese people living in dompu. the data were gathered from the family cards (kk) in 2 community units (rw) of dompu regency. in addition to support the data collection and validation, the native informant of dompu regency was requested to check whether the collected data were truly the nicknames of the local people. the selection process of the names itself covered two criteria, namely (1) the proper names were first names; and (2) the names had mbojo nicknames. in analyzing the data, the researcher employed the clipping classification by aronoff and fudeman (2011). findings and discussion the process of clipping into mbojo nicknames is based on the process’ place. to understand the process easily, the clipping process were marked by giving red colours on the names. table 1. clipping in the beginning of the names first names nicknames mbojo nicknames ishaka haka heko hartati tati tatu halimah lima lamu abdullah dula dole aisyah isa osi the underlined syllables indicated that the those mbojo nicknames were first produced by the clipping process cut the parts in the beginning of names. before changing into mbojo nicknames, the two clipped names (halimah and abdullah) were deleted only in the beginning of the names. although written, “letters h” were in the end of the first names as if its been eliminated, but “letters h” actually did not have the clipping process. this was caused by the position of the “letters h” as the end of the word was not clear in pronunciation that was not like other consonant letters. therefore, the “letter h” is the semi vowel which acts like vowel but not a vowel. this was also applied in the last name (aisyah) which clipping process also only happened in the beginning of the name. in writing, the letter y in the middle and h in the end of the names acted as semi vowel. gusdian, r. i. & zuhra, a. (2020). mbojo nicknames: reviewing the clipping process of bimanese personal names. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 65-73. 68 table 2. clipping in the end of the names first names nicknames mbojo nicknames agus agu ego hasan hasa heso salahuddin sala sile the underlined syllables indicated that the three mbojo nicknames were first produced by clipping process cut the parts in the end or last part of the names. the difference of this clipping process in those names were clipping process in the first names (agus and hasan) that only eliminated one letter (the consonant letter) but for clipping process in the first name (salahuddin) eliminated more than one letters that was two syllables. table 3. clipping in the beginning + end of the names first names nicknames mbojo nicknames abubakar baka beko ridwan wa weo arifuddin fudi fedo muhammad hama hima the underlined syllables showed that the four mbojo nicknames were first formed by clipping process cut the parts in the beginning and end of the names. in the end of the first names, the parts that clipped were always one letter and the consonant letters. the clipped names (arifuddin and muhammad) should be fuddin and hamma, but nobody pronounced the double letters clearly in daily speech, so it sounded like fudi and hama. table 4. clipping in the middle + end of the names first names nicknames mbojo nicknames jainab jena janu the underlined syllables showed that the mbojo nickname were first formed by clipping process cut the parts in the middle and end of the names. table 5. clipping in the beginning + middle + end of the names first names nicknames clipped names mbojo nicknames ibrahim brahi ba boa sulaiman lema lamu the red colours showed that the two mbojo nicknames were first formed by clipping process cut each part in the beginning, middle, and end of the names. the name (ibrahim) was clipped twice then changing into mbojo nicknames; the process will be explained further. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 69 twice clipping processes the examples of mbojo nicknames above were mostly produced in the two steps, but as stated before, there is also mbojo nicknames which were formed through the steps. first, clipping in the first name became the nicknames. these real nicknames were cut again. then, the clipped names changed into mbojo nicknames. so, mbojo nicknames were produced in twice clipping processes. here, the process of clipping process in mbojo nicknames in the three steps were presented as follows: table 6. clipping process in mbojo first names nicknames clipped names mbojo nicknames abdurrahman durhama hama hima burhanuddin burha ha hia dahlan dahla la leo mbojo nicknames above were produced by clipping cut the part in the beginning + end of the names. table 7. the changed-spelling clipped names first names nicknames mbojo nicknames jainab jna/jena janu sulaiman lma/lema lamu uniquely, the nicknames were clipped that change into mbojo nicknames should be jna and lma but in this case for both names were added e (a vowel letter) and becoming jena and lema to easily pronounce. because of indonesian language do not have or pronounce rarely the consonant clusters. this is applied in indonesian local language such as mbojo. as stated before, mbojo language is vocalic language that loving the vowel letters. therefore, the changed-spelling clipped names also change in pronunciation. table 8. the letter “z” first names nicknames clipped names mbojo nicknames hamzah hamza za njau the letter “z” is not really famous in indonesian local people like mbojo so people call hamza > za as in njau because nja sounded like za. gusdian, r. i. & zuhra, a. (2020). mbojo nicknames: reviewing the clipping process of bimanese personal names. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 65-73. 70 table 9. the vowel changes in mbojo nicknames first names nicknames clipped names mbojo nicknames vowel change patterns female names aisiah sia sei a-i atia tia tau a-u aminah mina mene a-e rugayah gaya geyo a-o maani ani eno i-o male names burhanuddin burha ha hia a-a abdullah dula dole a-e sulaiman lema lamu a-u dahlan dahla la leo a-o hamid hami hima i-a ismail mai mo’i i-i wahid wahi wihu i-u amir ami emo i-o mahmud hamu hima u-a mansyur mansu su sao u-o husen huse heso e-o after clipping the first names, the nicknames or clipped names were changed into mbojo nicknames. every change when the real nicknames or the clipped names became the mbojo version that actually have the regular patterns in the change in the final letters of the names. regular patterns are only in the final vowel letters and have many forms. regular patterns (vowel change patterns) found in female names were 5 patterns that were a-i, a-u, a-e, a-o, and i-o and regular patterns in male names were many patterns than female names. regular patterns (vowel change patterns) in male names were 11 patterns that were a-a, a-e, a-u, a-o, i-a, i-i, i-u, i-o, u-a, u-o, and e-o. kinds of clipping process by knowing the clipping process, we can determine the clipping process into mbojo nicknames. the kinds of the clipping process in mbojo nicknames based on the process’ place that were indicated by process of clipping. the kinds of clipping in mbojo nicknames were presented as follows: fore-clipping clipping process that delete in the beginning or initial part of the names is labeled ad fore-clipping. before changing into mbojo nicknames, the names were clipped in the beginning of the names that were showed by giving red colours. there were 30 fore-clipping types that were 22 indicated the most found in mbojo female names and 8 in mbojo male names. here were some following examples: celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 71 table 10. the example of fore-clipping first names nicknames mbojo nicknames ishaka haka heko hartati tati tatu jamila mila male back-clipping clipping process that delete in the end or final part of the names is labeled backclipping. before changing into mbojo nicknames, the names were clipped in the last part of the names that were also showed by giving red colors. there were 14 backclipping types and only in the male names. here were some following examples: table 11. the example of back-clipping first names nicknames mbojo nicknames agus agu ego hasan hasa heso salahuddin sala sile fore-clipping + back-clipping (ambiclipping) before changing into mbojo nicknames, the names were clipped that also underwent the both clipping processes that were fore-clipping and back-clipping. table 12. the example of fore-clipping + back-clipping (ambiclipping) first names nicknames mbojo nicknames abubakar baka beko ridwan wa weo arifuddin fudi fedo muhammad hama hima median-clipping + back-clipping another combination of clipping process types were found in mbojo nicknames that were median-clipping and back-clipping. median-clipping is one of the clipping process that delete in the middle of the names. before changing into mbojo nicknames, only 1 name was clipped that underwent the clipping process type and were found in female names. here was the following example: table 13. median-clipping + back-clipping first names nicknames mbojo nicknames jainab jna > jena janu fore-clipping + median-clipping + back-clipping before changing into mbojo nicknames, the names were clipped that also underwent fore-clipping, median-clipping and back-clipping. there were 2 and found in male names. here were some following examples: table 14. the example of fore-clipping + median-clipping + back-clipping first names nicknames mbojo nicknames ibrahim ba boa sulaiman lema lamu gusdian, r. i. & zuhra, a. (2020). mbojo nicknames: reviewing the clipping process of bimanese personal names. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 65-73. 72 after analyzing the data, the researcher found that before changing into mbojo nicknames, the names were clipped that had the various clipping processes, even in one name had three as well as clipping processes. the clipping process found in mbojo nicknames were in the beginning of the names, in the end of the names, in the beginning + end of the names, in the middle + end of the names, and in the beginning + middle + end of the names while the clipping process were not found in mbojo nicknames that were in middle of the names, and in the beginning + middle of the names. as stated before, the kinds of clipping were divided based on the process’ place that were showed by the process of clipping. the kinds of clipping process found in mbojo nicknames, there were clipping process only one type, the combination of two types even the combination of three types. the mbojo nicknames than can be specified into only 5 kinds of clipping process were fore-clipping, back-clipping, fore-clipping + back-clipping (ambiclipping), median-clipping + back-clipping, and fore-clipping + median-clipping + back-clipping. the 30 mbojo nicknames were included in foreclipping (22 in female names and 8 in male names), the 14 mbojo nicknames were included in back-clipping (only in male names), the 78 mbojo nicknames were included in fore-clipping + back-clipping (ambiclipping) (only in male names), the 1 mbojo nickname was included in median-clipping + back-clipping (only in female names), and the 2 mbojo nicknames were included in fore-clipping + median-clipping + backclipping (only in male names). furthermore, fore-clipping + back-clipping or ambiclipping was the most dominant type found in this study that were 78, while median-clipping and backclipping was the rarely type found that was 1. about gender, mostly female names were undergoing fore-clipping and mostly male names were undergoing fore-clipping + back-clipping or ambiclipping. conclusion the result of the study showed that the clipping process found in mbojo nicknames that were in the beginning of the names, in the end of the names, in the beginning + end of the names, in the middle + end of the names, and in the beginning + middle + end of the names. furthermore, the kinds of clipping process consist of 5 that found from 7 types of the clipping process as in fore-clipping, back-clipping, fore-clipping + back-clipping or ambiclipping, median-clipping + back-clipping, and fore-clipping + median-clipping + back-clipping. the most type used was fore-clipping + back-clipping that was 78 and the lowest type was median-clipping + back-clipping that was 1 only found. overall, the study concludes that the clipping process in mbojo nicknames are rich in patterns as there are not only one type found; instead, several combinations of two and even three types are present in mbojo nicknames. references aronoff , m., & fudeman, k. (2011). what is morphology? (2nd ed.). malden, ma, usa; chichester, west sussex, uk: wiley-blackwell. coates, r. (2013). onomastics. in c. a. chapelle, the encyclopedia of applied linguistics celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 73 croft, j. b. (2009). naming the evil one: onomastic strategies in tolkien and rowling. mythlore: a journal of j.r.r. tolkien, c.s. lewis, charles williams, and mythopoeic literature, 28(1), 149-163. dwijayanti, l. (2008). clipped words used in spells of mak bongky njemunuk jaya entertaiment programs on jtv surabaya. (unpublished undergraduate thesis). muhammadiyah malang university, malang. fajardo, josé antonia sánchez & félix rodríguez gonzález. (2018). motivations and morphological variations in clipped personal names: a cross linguistic approach. lingua 206: 35–48. doi 10.1016 /j.lingua.2018.01.006 goethem, kristel van & philippe hiligsmann. (2014). when two paths converge: debonding and clipping of dutch ’reuze’. journal of germanic linguistics 26(1). 31–64. jamet, d. (2009). a morphophonological approach to clipping in english. can the study of clipping be formalized ?. lexis spesial: lexicology and phonology, hs 1 | 2009, 15 – 31. doi: 10.4000/lexis.884. julaiha. (2016). gender, age, and address forms in the bima language. ijolt: the indonesian journal of language and language teaching, 1(2), 18-24. marzita, r., syarif, h., ardi, h. (2016). an analysis of word formation process of english slang in teenager movie scripts. e-journal english language and literature.2(1),163-173. pateda, d. m. (2015). linguistik sebuah pengantar. bandung: cv angkasa. plag, i. (2003). word-formation in english. cambridge, uk: cambridge university press. ratih, e., & gusdian, r.i. (2019). word formation processes in english new words of oxford english dictionary (oed) online. celtic: a journal of culture, english language teaching, literature, and linguistics, 5(2), 24-35. said, i. m. (2016). penggunaan 'lia angi": sapaan penghormatan dalam bahasa bima. (doctoral dissertation, hasanuddin university, makassar). retrieved from http://repository.unhas.ac.id/handle/123456789/19721 wardhaugh, r. (2006). an introduction to sociolinguistics (5th ed.). malden, usa: blackwell publishing. yule, g. (2010). the study of language (4th ed.). cambridge, uk: cambridge university press. sari, s., oktaviani, a. & yulfi. (2020). the use of fives strategy to teach reading comprehension for eleventh graders. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 74-82. 74 the use of fives strategy to teach reading comprehension for eleventh graders 1septika sari*, 1ayu oktaviani, & 1yulfi 1stkip-pgri lubuklinggau, indonesia *corresponding author: septikanewid999@gmail.com abstract one of the objectives that should be developed in teaching is reading comprehension skills. in fact, many students still have a lot of problems with reading. therefore, teachers should use specific strategies in teaching reading comprehension to resolve students’ difficulties. the purpose of the research was to find out whether or not it is significantly effective to teach reading comprehension by using the fives strategy for eleventh-grade students of sma negeri 2 lubuklinggau. this research applied the pre-experimental method with one group preand post-test only. the population of the study was all of the eleventh-grade students of sma negeri 2 lubuklinggau. cluster random sampling was taken to take the sample class. class xi mia 4 was chosen as the sample class. the data was collected through a reading test consisted of 20 items of multiple-choice form. the results of this research were: 1) the average score in the pre-test was 61.81, and the post-test was 78.06, 2) the result of the paired t-test was 10.167, which higher than t-table (1.689) at the significant level of 5% with df 35. therefore, the alternative hypotheses (ha) was accepted. it means that it was significantly effective to teach reading comprehension by using the fives strategy for eleventh-grade students of sma negeri 2 lubuklinggau. keywords: fives strategy; reading comprehension; teaching abstrak salah satu tujuan yang harus ditingkatkan dalam mengajar adalah pemahaman membaca. faktanya, banyak siswa masih mempunyai kesulitan dalam membaca. oleh karena itu, guru sebaiknya menggunakan strategi khusus dalam mengajar bahasa inggris demi meningkatkan pemahaman membaca untuk mengatasi kesulitan siswa. tujuan dari penelitian ini adalah untuk mengetahui apakah efektif atau tidak untuk mengajar pemahan membaca menggunakan fives strategi kepada siswa kelas sebelas di sma negeri 2 lubuklinggau. penelitian ini menggunakan metode pre-experimental dengan menggunakan satu grup dengan tes sebelum dan sesudah perlakuan. populasi dari penelitian ini adalah seluruh siswa kelas sebelas di sma negeri 2 lubuklinggau. sampel kelompok acak digunakan dalam mengambil kelas sampel pada penelitian ini. kelas xii mia 4 dipilih sebagai kelas sampel. data diambil melalui tes membaca berisikan 20 item soal dalam bentuk pilihan ganda. hasil dari penelitian ini, antara lain: 1) ratarata skor sebelum diberikan perlakuan adalah 61.81 dan setelah diberikan perlakuan adalah 78.06. 2) hasil dari tes-t berpasangan adalah 10.167, lebih besar dari tabel-t (1.689) pada tingkat signifikansi 5% dengan derajat kebebasan 35. oleh karena itu, hipotesis kerja (ha) diterima. dengan kata lain, strategi fives efektif untuk mengajar pemahaman membaca pada siswa kelas sebelas di sma negeri 2 lubuklinggau. kata kunci: strategi fives; mengajar; pemahaman membaca mailto:septikanewid999@gmail.com celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 75 introduction teaching english includes four skills; they are listening, writing, speaking, and reading. one of the skills that should be studied by students is reading. as one of the four skills in english, reading is an extremely complex and multifaceted process, and assessing this process is also complex and multifaceted (caldwell, 2008:2). reading is one of the critical skills in english, and it is also a common way to get information. reading is an important activity for students in getting a lot of information in the text content that the writer has delivered (syaprizal, 2016:26). on the other hand, tankersley (2003:92) stated that readers must understand that reading is an interactive process that involves both decoding words and deriving meaning from the words. by reading, people can get a lot of information from the book, magazine, newspaper, and internet also. especially for students, reading activity plays a vital role in developing students’ abilities in english. through reading, they can know about the meaning and also what the text is about. in other words, reading can increase their knowledge by getting information. according to rukmayadi in hadyan (2013:58), one of the objectives that should be developed in teaching is reading comprehension skills. it is suitable for students to train themselves to read well and have a good skill in comprehending the text, and they can get more information and understand the text easily. according to teale & yokota in westwood (2001:9), comprehension must be the central focus of teaching children to read and not something to be emphasized only after children have learned how to decode and identify words. besides that, they also have other purposes, such as understanding the meaning feeling that the writer tries to convey in the text in learning reading, especially reading comprehension. in fact, many students face some difficulties in comprehending the text well. it means that they still have low reading comprehension skills, although reading comprehension has been learned by them since they were at junior high school. while the circumstance which was found in the sma negeri 2 lubuklinggau showed that students have difficulties in learning english, especially in reading, from interviews with the english teacher, the researcher found that the students had some difficulties related to their reading comprehension. it is because of some reasons. first, students were lack of vocabulary. they faced difficulty in guessing the meaning of unknown words. second, they were not interested in learning english, especially reading comprehension. basically, a successful reading comprehension process also depends on students' interest in reading (antoni, 2017:74). it showed that in sma negeri 2 lubuklinggau, the students still have a lot of problems in reading, and the researcher realizes that the teacher should use a certain strategy in teaching english especially reading comprehension to resolve the students’ difficulties. the teacher needs to prepare a certain technique, especially in teaching reading (nuriati, ohoiwutun & mashuri, 2015). there are many techniques that teachers can apply to teach reading, one of them is the fives strategy by shea and roberts (2016). according to shea and roberts (2016:97), the letters in fives refer to facts, inferences, vocabulary, experiences, and summary. this strategy introduced by mary shea and nancy roberts in 2016. this strategy emphasizes all english skills for learning (integrated strategy). fives require the students for success in the micro and sari, s., oktaviani, a. & yulfi. (2020). the use of fives strategy to teach reading comprehension for eleventh graders. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 74-82. 76 macro aspect of reading comprehension. as shea and roberts (2016:97) state that fives strategy supports the student to understand the micro and macro elements of reading comprehension and writing to learn by through the integration skills used to complete the fives components. based on the reasons above, the researcher is interested in conducting the research entitled: the use of fives strategy to teach reading comprehension for the eleventh grade students. the purpose of the study was to find out whether or not it is significantly effective teaching reading comprehension by using the fives strategy for eleventh-grade students of sma negeri 2 lubuklinggau. method in the research, the researcher applied the pre-experimental method. according to walliman (2011:106), the pre-experimental method does not have control class to compare with the experiment group which will be given a test before and also after the treatment. the kind of pre-experimental method of the research was one group, pre and post-test only. one class was taken as a sample, and it was called the experimental group. the experimental class was taught by using the fives strategy to increase the students’ reading comprehension. the population of the research was all eleventh-grade students at sma negeri 2 lubuklinggau. there are ten classes that consist of 5 social classes and 5 science classes. on average, all comprised of 36 students. the total number of eleventh class at sma negeri 2 lubuklinggau are 354 students. the researcher used the cluster random technique in taking the sample class. according to fraenkell & wallen (2009:95) defined that cluster random sampling is selecting groups, or clusters, of subjects that already exist rather than individuals. in this research, class xi mia 4 was chosen as the sample which consists of 36 students. in this study, the researcher applied reading tests for collecting the data. according to brown (2004:3), a test is a way or a procedure of measuring an individual’s ability or performance in a given domain. the test was a multiple-choice form. before delivering the test to the sample students, the test was tried out to find out the validity and reliability of the test. according to gay, mills & airasian (2012:160), reliability is the degree to which a test consistently measures its purpose. based on the result of try out, the researcher gave the test to the students consist of 20 items for 40 minutes to finish the test in pre-test and post-test. the student gave the test twice by the researcher, the first test was given before the students received the treatment (pre-test), and the second test was given after the students received the treatment (post-test). the test was the same in the pre-test and post-test. then, in analyzing the data, the researcher used four techniques, they were: 1) individual score; the technique applied to find out the students’ scores. 2) minimum mastery criteria (mmc). the students are categorized as passed if the score equals or higher than mmc. 3) the normality test is analyzed by using pearson product moment (spss statistics 23). a normality test was done to find out whether the subject is normally distributed or not (rustam, 2016:57). 4) paired t-test. the data analyzed through person product moment (spss version 23). celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 77 findings the result of this research is explained below: the result of the pre-test in this research, a pre-test was applied in order to recognize students’ ability in reading before applying the treatment. the researcher gave a pre-test to obtain the score. after the score of the pre-test was calculated, the researcher found that most of the students were not able to answer the test. it can observe from the score in the pre-test. the result of pre-test can be presented as follows: table 1. the result of pre-test component pre-test score total of students average highest score lowest score total of students who failed total of students who passed 36 61.81 90 45 29 7 based on the table, it can be seen that the average score of the pre-test was 61.81. for the minimum mastery criteria of sma negeri 2 lubuklinggau was 71. so, the students failed in the pre-test. the total students who passed in the pre-test were 7 students or 19.4%, and students who failed in the pre-test were 29 students or 80.6%. based on the data above, the researcher assumed that students still have difficulties in reading comprehension. the students’ score in post-test the post-test was given to observe the improvement of students’ scores in reading comprehension after giving treatments. before giving a post-test, the students were taught by using fives strategy. the test given to the students in the pre and posttest was the same. the result of the students’ score in post-test is presented as follows: table 2. the result of students’ score in post-test based on the result of the post-test score, the average was 78.06. so, most students passed in the post-test. based on the minimum mastery criteria (mmc), the researcher found that the total students who passed were 30 students or 83.3%, and students who failed were 6 students or 16.7%. based on the result, the researcher assumed that the students mastered the material well, and teaching reading comprehension by using the fives strategy was significantly effective. it can observe from the improvement of students’ scores in the post-test. sari, s., oktaviani, a. & yulfi. (2020). the use of fives strategy to teach reading comprehension for eleventh graders. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 74-82. 78 the result of pre-test and post-test based on the finding of this research, the researcher found that after the students were taught by using fives strategy, the students’ scores in the pre-test and post-test were improved. the students’ scores in the post-test were higher than in the pre-test. the comparison between students’ score in pre-test and post-test was shown in this following chart: figure 3. the comparison of the average score in pre-test and post-test test of normality the result of normality testing presented in the table: table 4. test of normality based on the table of normality testing above, the researcher found that the shapiro-wilk test results were as follows: a) statistic normality of 45 was 0.881 with the degree of freedom (df) was 5, and the significance of normality of 45 was 0.314. b) statistic normality of 50 was 0.767, with the degree of freedom (df) was 5, and the significance of normality of 50 was 0.042. c) statistic normality of 55 was 0.881, with the degree of freedom (df) was 5, and the significance of normality of 55 was 0.314. d) statistic normality of 60 was 0.881, with the degree of freedom (df) was 5, and the significance of normality of 60 was 0.314. e) statistic normality of 70 was 0.775, with the degree of freedom (df) was 6, and the significance of normality of 70 was 0.035. f) statistic normality of 75 was 0.750, with the degree of freedom (df) was 3, and the significance of normality of 75 was 0.000. based on the normality testing, it is showed that the pre and post-test were distributed normally. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 79 the result of paired sample t-test after the researcher obtained the students’ scores in pre-test and post-test, and the test of normality was analyzed. then, the researcher calculated the paired sample ttest to find out whether or not it was significantly effective to teach reading comprehension by using the fives strategy to the eleventh-grade students of sma negeri 2 lubuklinggau. the result of the paired sample t-test calculation can be seen in the following table: table 5. paired sample statistics as mentioned in the table, the researcher found that before giving the treatment, the number of students was 36 with the mean of 61.81, the standard deviation was 12.31, and the standard error mean was 2.05. while after the students were given the treatment, the number of students was 36 with a mean of 78.06, the standard deviation was 8.04, and the standard error mean was 1.34, which means that mean of students’ scores improved from 61.81 to 78.06. the improvement of students’ scores in pre and post-test showed that students’ reading comprehension had improved. table 6. paired sample correlation as mentioned on the table of paired sample correlation above, the result of the correlation was 0.628, with a significance of 0.000. it means that there was a correlation between students’ scores in pre-test and post-test. table 7. paired sample t-test based on the table of paired sample t-test above, it was shown that the result of the paired sample t-test both pre-test and post-test was 10.167. meanwhile, the critical value of 95% with the degree of freedom (df) was 35, the significance level was 0.05, and the result of the t-table was 1.689. whereas the result of the mean was 16.250, the standard deviation was 9.590, the standard error mean was 1.598, and the significance was 0.000. it can be concluded that the result of t-test =10.167 > t-table = 1.689. it means that the null hypothesis was rejected. so, the alternative hypothesis was accepted, sari, s., oktaviani, a. & yulfi. (2020). the use of fives strategy to teach reading comprehension for eleventh graders. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 74-82. 80 which means that it was significantly effective to teach reading comprehension by using the fives strategy at the eleventh-grade of sma negeri 2 lubuklinggau. discussion the research focused on improving students’ reading comprehension by using fives strategy. reading comprehension is important for the students in understanding the information and message of the text when they read. in reality, the students are not able to comprehend well. it can be caused by some factor, and they are: 1) the first factor was lack of vocabulary. so, in some cases, students faced difficulty in guessing the meaning of some unknown words. understanding the vocabulary is key to comprehend their reading text. good reading comprehension depends on understanding the words read (mikulecky & jeffries, 2007:26). but in reality, the students had difficulty in understanding the words they faced in reading text, so it gave a bad effect on their reading comprehension. by using the fives strategy, the students were trained to guess the meaning of the unknown words that they face in the text because in fives strategy, they are asked to recognize the meaning of the text context when they read. v in fives supports the students to notice the interesting, important, unfamiliar word in the text to know the message that the writer conveys of the text. 2) the second factor was their interest in learning english. english as a foreign language is not easy to be learned by the students, and it is also caused some students are not interested to learn. so, students are bored in the classroom, and it caused the students’ comprehension to be low. it means that the students still have difficulties in their reading comprehension, and they need certain strategies to develop their reading ability in comprehending the texts. because of the reasons above, the researcher applied the fives strategy to help the students difficulties. based on the researcher when conducting the research, the fives strategy was effective to be problem-solving for the students. each component of fives supports the students in improving their reading comprehension, especially in the report text. mary & shea (2016:99) stated that components in fives present capability in understanding the text content and vocabulary used in the text. the students are given an opportunity to share their ideas, their knowledge, their experience in front of their friends relate to the topic of the text, which they discussed. fives provides how the students achieve the outcome of reading comprehension through teaching them about useful of reading skills, allowing enough time to supported practice with each, and providing with models of strategies across genres of texts for authentic purposes (mary & shea, 2016:15). based on the researcher experience when conducting this research, the researcher accommodated 2 x 40 minutes for each meeting and a report text, which, in each session, the students were given different types of report text. so, the class ran effectively while conducting the research, and it affected the improvement of students’ scores. according to minimum mastery criteria (mmc) in sma negeri 2 lubuklinggau, the students categorized success if the students score 71 and above. if the students obtained lower than 71, it means that the students failed. because of some factors above, the researcher decided to teach reading comprehension using the fives strategy. after the treatment, the researcher gave the students pre-test in order to observe their score after the treatment by the researcher. there was a significant celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 81 difference between students’ scores in the pre and post-tests. the average score in the pre-test was 61.81, while the average in the post-test was 78.06. it meant that the use of the fives strategy was significantly effective in improving students’ reading comprehension. furthermore, the researcher found the result paired sample t-test was 10.167. it was higher than the t-table was 1.689. so, it means the alternative hypothesis was accepted, which means that it was significantly effective to teach reading comprehension by using the fives strategy for the eleventh-grade students of sma negeri 2 lubuklinggau. conclusion the fives strategy is a strategy that is used in this research. after the researcher collected and analyzed the data, the result of students’ scores showed a significant difference between the students’ scores before and after the students were given the treatment. the result of students’ scores after the students gave the treat was in a good category. it can be compared with students’ scores without taught by fives strategy. based on the findings of the research, using the fives strategy in teaching reading at the eleventh-grade students of sma negeri 2 lubuklinggau was significantly effective. the average score in the pre-test was 61.81, and the average score in the posttest was 78.06. it can be seen the progress of students’ scores; it was from the failed category to the passed category. in can be concluded that this research was a success, because there was significant progress on the result of students’ scores in pre-test and post-test. there are some benefits of using the fives strategy to the students. first, students are more active in learning reading. second, it trains students on how to work in a group effectively, they can work together and communicate with each other. third, students can increase their vocabulary because in every text they will find new vocabulary. five, it improves their critical thinking. after the researcher conducted this research, the researcher proposed some suggestions for the next researcher to get better in the teaching and learning process than the previous research. for future researchers, the result of this research is expected to know more about the students’ ability and the researcher that the next researcher used fives strategy to teach different english skills. references antoni, d. (2017). the effect of anticipation guide strategy and students’ reading interest on students’ reading comprehension at grade xii of smkn 1 pariaman. english language teaching and research. 1(1). 65-76 brown, h. d. (2004). language assessment: principles and classroom practices. new york: pearson education. caldwell, j. s. (2008). reading assessment: a primer for teachers and coaches (2nd ed.). new york: the guilford press. fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education (7th ed.). new york: mcgraw hill education. gay, l. r., mills, g. e., & airasian, p. (2012). educational research: competencies for analysis and applications (10th ed.). united states of america: pearson education. hadyan, r. (2013). implementation of the cooperative learning method in teaching reading comprehension. journal of english and education, 1(2), 57-64. sari, s., oktaviani, a. & yulfi. (2020). the use of fives strategy to teach reading comprehension for eleventh graders. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 74-82. 82 mikulecky, b. s., & jeffries, l. (2007). advanced reading power: : extensive reading, vocabulary building, comprehension skills, reading faster. new york: pearson education. nuriati., ohoiwutun, j. e., & mashuri. (2015). improving students’ reading comprehension by using buzz group technique. e-journal of english language teaching society, 3(2), 1-10. rustam, a. (2016). dasar-dasar statistik. kolaka: putri yolanda. shea, m., & roberts, n. (2016). fives: an integrated strategy for comprehension and vocabulary learning. journal of inquiry & action in education, 8(1), 95-97. syaprizal. (2016). using pictorial context in pre reading in reading activity to the eighth grade students of smp negeri air satan. jurnal perspektif pendidikan, 10(1), 23-31. tankersley, k. (2003). the threads of reading: strategies for literacy development. virginia: association for supervision and curriculum development. walliman, n. (2011). research methods: the basics. new york: routledge. westwood, p. (2001). reading and learning difficulties: approaches to teaching and assessment. victoria: acer press. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 57 the effect of project based learning to the students’ speaking ability 1naajihah mafruudloh*, 2rahima fitriati 1universitas muhammadiyah lamongan, indonesia 2universitas muhammadiyah malang, indonesia *corresponding author: ichastudy07@gmail.com abstract project based learning (pbl) is an appropriate and applicable learning method in all levels of education. in this method, the lecturer acts as a facilitator or the one who takes a main role in teaching and learning process. the aim of pbl is to solve problems and develop students’ critical thinking. it also encouraged the students’ way of thinking in doing or creating something. this method was implemented in english for management class at. it was expected to make the students to be more creative facilitated by a discussion, sharing, and collaboration work. the aim of this study was to describe the implementation of pbl in nonenglish department class (management department class) and to know the effect of pbl in students’ speaking ability. there were 25 students selected as the sample. the methodology used pre-experimental design. data were collected by observation to answer the first research question and test to answer the second research question. the acquired quantitative data were analysed statistically by paired sample t-test. the research found a significant effect of pbl to the students’ speaking ability. it was also an effective methodology in teaching speaking because it made the students to be more active and innovative in doing the task and joining the class. thus, it is strongly recommended to apply this teaching method in speaking class as an alternative way to improve students’ speaking competency. keywords: esp; pbl; speaking ability abstrak project based learning (pbl) adalah metode pembelajaran yang tepat dan dapat diterapkan di semua tingkat pendidikan. dalam metode ini, dosen bertindak sebagai fasilitator atau orang yang mengambil peran utama dalam proses belajar mengajar. tujuan pbl adalah untuk memecahkan masalah dan mengembangkan pemikiran kritis mahasiswa. hal ini juga mendorong cara berpikir mahasiswa dalam melakukan atau menciptakan sesuatu. metode ini diterapkan dalam kelas bahasa inggris pada program studi manajemen. hal ini diharapkan mampu membuat mahasiswa menjadi lebih kreatif ketika berdiskusi, berbagi, dan kerja kolaborasi. tujuan dari penelitian ini adalah untuk menggambarkan implementasi pbl di kelas nonbahasa inggris (kelas manajemen) dan untuk mengetahui pengaruh pbl pada kemampuan berbicara mahasiswa. terdapat 25 mahasiswa yang dipilih sebagai sampel. metodologi yang digunakan adalah pre-eksperimental. data dikumpulkan dengan observasi dan tes. data kuantitatif yang diperoleh dan dianalisis secara statistik dengan paired sample t-test. pada penelitian ini ditemukan bahwa terdapat pengaruh yang signifikan dari pbl terhadap kemampuan berbicara. metode ini efektif untuk diterapkan dalam mengajar kemampuan berbicara, karena hal ini membuat siswa menjadi lebih aktif dan inovatif dalam melakukan tugas. oleh karena itu, sangat disarankan untuk menerapkan metode pengajaran ini di kelas berbicara sebagai cara alternatif untuk meningkatkan kompetensi berbicara mahasiswa. kata kunci: esp; pbl; kemampuan berbicara mafruudloh, n. fitriati, r (2020). the effect of project based learning to the students’ speaking ability. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 57-64. 58 introduction in english language teaching (elt), the term project-based learning is considered as project or task. it could be held in the end of semester or certain times. the project has become a popular element within the process approach. it is the extended tasks which usually integrate language skills work by means of a number of activities which combine in working towards an agreed goal through planning; the gathering of information through reading, listening, interviewing, and observing; group discussion, problem solving; oral and written reporting; and display (hedge, 2008). in teaching learning process, english lecturers encountered some problems especially in teaching english in non-english department. the data were taken from the preliminary study that held by the researchers on 20 november 2019. the questions were given to 10 english lecturers randomly. it was from the students who have nonserious attitudes; long class time duration, bad physical classroom condition, inappropriate syllabus designs, attendance systems, and some psychological reasons like students’ inhibition in learning english or their considering it as a burden. while in teaching method, they found problem in teaching method due to the lack of knowledge of language teaching tools, large classroom size, heterogeneous classes and secured desks, and such things. to overcome those problems, ibrahim (2010), suggested that the lecturers must use student-centred approach that will help the students improve their communication skill, critical thinking, and cooperation in solving some problems. some previous studies that investigate the implementation of pbl have discovered its benefits for teaching and learning process. ichsan (2016) found that pbl was applicable and effective for teaching speaking. he stated that it helped the students to have a creative thinking and good preparation on speaking class. in addition simpson (2011) found that besides project based learning helps the lecturer to give task in extended period of time and systematically based on the specific need of the students, project based learning also gives benefits to the students, such enhancing teamwork skill, higher-order thinking skill, presentation skill, and increasing self confident in using the language. baş (2011) has also conducted a research to investigate the effect of project based learning through experimental research. he reported that the students as the experimental group which is they are taught by pbl as seen from the average score, have higher score than control group, while statistically, the result of the analysis using spss show the significant differences between experimental group and control group. while, gültekin (2005) investigated the effect of pbl on learning outcomes in primary education. the study found the significant effect as count as statistically which the experimental group higher score than experimental group. while qualitatively, project based learning approach is enjoyable and motivate students and let students to have fun while they are studying. the implementation of pbl in non-english department is needed to be conducted concerning the problems that usually occur in teaching and learning activity. it is not only come from students, but also the lecturer that may become an obstacle (abdulaziz, 2012). furthermore, this research is conducted in english for management. specifically, two research questions addressed in this study are: 1. how does lecturer implement the project based learning in non-english department students? 2. is there any significant effect from project based learning (pbl) to the students’ speaking ability? celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 59 method the research design used mixed methods. mixed methods research is an approach to inquiry combine two research method, qualitative and quantitative to collect data, assimilate the two forms data using distinct designs that may involve philosophical assumptions and theoretical frameworks (creswell, 2014). the researcher used mixed methods research in combining qualitative data and quantitative data as well. qualitative method in this research dominated the research methodology, because the researcher used documentation and observation as instrument data collection, and the data were changed into transcript, typically characteristic of qualitative method. this research also used numbers, percentage as the result, typically characteristic of quantitative method. this was needed to provide complete research and valid finding result. observation was an instrument to answer the first research question. then to answer the second research question the researcher used experimental research design, because it used to know the significant effect of pbl for the students’ speaking ability and observation to answer the first research question. the first research question was described on how the lecturer implemented the pbl in teaching english subject in management class. then the second is to distinguish the significance effect of project based learning to the students’ speaking ability. the researchers used purposive sampling. it selected based on the characteristics of a population and the objective of the study. the subjects were management students that consist of 25 students. in this study, the techniques to collect the data were observation and test. the observation was employed to capture all the phenomena that happened in the classroom when lecturer taught english class. the researcher became a participant observer because she was also teaching and being involved in teaching and learning process. the test was employed to assess the students speaking ability. in data analysis, the data collected from observation that was analysed in qualitative method and quantitative data was obtained from the test. the validity and reliability of the instruments were tested as well. then, for the second research question was done by using paired sample t-test. finding and discussion this part would answer two research questions. the first research question obtained by using observation instrument, and the second research question used test. the project based learning (pbl) implementation in this study, the implementation of project based learning was conducted in management department. it was for helping the lecturer to face and solve the problems in speaking class. based on the syllabus, after having teaching and learning process, the students were expected to be able to demonstrate transactional dialogue in social life. therefore, in this study, the implementation of pbl would be accordance with the basic competence of the syllabus which emphasized on students’ speaking skill. the researcher designed a project in which the students felt common to do, and especially in this study, the project was to make a video that contains some material that they had learn in the first semester, such as promoting product, news report, procedural text, etc. the students should choose one of them. then they had to share their project on their social media account. the lecturer systematically implemented project based mafruudloh, n. fitriati, r (2020). the effect of project based learning to the students’ speaking ability. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 57-64. 60 learning in several meetings and adjusted with the syllabus into several steps, those are; start with essential question, design a plan for the project, create a schedule, monitor the students and progress of the project, assess the outcome, and evaluate the experience. starting with the essential question in the first meeting, lecturer actually applied two steps of the pbl. it started with essential question and designed a plan for the project. the lecturer prepared the project by firstly asking about what task the students had in the previous meeting. the lecturer tried to drive the student to the extended task by connecting with the previous task in which the task was already prepared for the class. the dialog occurred between lecturer and students. it indicated that the lecturer wanted to bridge the project with students’ activity in previous meeting in order to eliminate assumption that the project is something separated from the students’ daily tasks. moreover, from this dialog the lecturer wanted to give awareness that the project they had was from their self. hence, the important question direct to the project. designing a plan for the project next, the lecturer implemented the second step of pbl. it was designing a plan for the project by asking student to negotiate and discuss with their friends. this step was also conducted in the first meeting after the students completing a guided task from the lecturer. in this part, the lecturer gave some description and directions how to do the project. the topics were given from the lecturer, in this part the students would choose the most proper and interesting topic from themselves. in addition, the topics were related to their field of study materials that were studied before. from the discussion, it is noted that the students were the non-english department, so, they felt hard to speak in english, and the lecturer felt difficulty at asking students to speak more in english. the students also might speak in bahasa. in this part the lecturer facilitated them. creating a schedule creating schedule as the third step of pbl was applied by the lecturer in the second meeting. at first, the lecturer asked the students to decide the planning of their schedule. the lecturer asked students to discuss their project. in this point, the students were asked in making project individually, but some of students may to help their friends in doing the project. then in the discussion, the lecturer explained what the students need to decide, like the date of the processing and material the students might need in the project, okay you have to decide the planning, and decide what date of every planning, the job description, and finishing” (she continued by explaining the material might be included in the discussion). “do not forget to take a note, what is your activity and the time also. the lecturer used english and bahasa indonesia to ensure all the students understood about what they needed to discuss. the lecturer actively supervised the students’ discussion, answered the question related to the project and asked to students to present their planning in front of the class. monitoring the students and the progress of the project in the third meeting, the lecturer specially designed the class to apply the fourth step of pbl; monitor the students and the progress of the project. the lecturer created celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 61 an interview to the students to check their progress in the project and scored the students’ performance. in this part, the lecturer considered a deadline when the students had to submit and share their project in social media. besides the content and how they were speak up, it is also important to have an evaluation to their media social feedback, such as how many account who give ‘like’ on the project that they posted. assessing the outcome the outcome of the students in conducting project was closely related to this step. assessing the outcome as the fifth step of pbl had different application. in this meeting, the lecturer assessed the students’ outcome in negotiating something through discussion. the lecturer used live monologue or presentation to assess the students’ ability to perform social communication. in this part, the lecturer assessed four components of speaking, such as content, grammar, vocabulary, and pronunciation. before uploading the project on their social media, the lecturer tried to remind them about each material. how should the content made, the content duration, etc. evaluating the experience in the last meeting, the lecturer asked the students to present their project in front of the class. they had to explain point by point to make other students understand their project before uploading it to the social media. in this chance, the lecturer applied two things; assess the outcome of the students that was students’ ability in delivering and responding the opinion and the last step of pbl that is evaluating the experience. the effectiveness of project based learning (pbl) to the students’ speaking ability the pre-test was conducted before the students got the treatment. in other words, pre-test was done to compare the speaking ability obtained by all the students with the post-test result. the pre-test was followed by 25 students in management class. it was conducted on 20 september 2019 and for the post test was conducted on 19 december 2019, exactly before the students had their final test. table 1. paired sample statistics mean n std. deviation std. error mean pair 1 pre-test 65.60 25 8.109 1.622 post-test 76.08 25 9.340 1.868 the table showed that the students’ mean score in the pre-test was 65.60 and the post test was 76.08. it means that there was an improvement after implementing the project based learning method. the result of the post-test showed that the mean score which the students who had been taught using pbl, was higher than the students who had not been taught using pbl yet. to make it clear, the difference between the two tests should be computed by using paired t-test that will be addressed in the following part respectively. mafruudloh, n. fitriati, r (2020). the effect of project based learning to the students’ speaking ability. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 57-64. 62 table 2. the result of paired sample t-test paired sample test paired differences mean std. deviation std error mean 95% confidence interval of difference t df sig (2tailed) lower upper pair 1 pre testpost test -10.480 13.229 2.646 -15.941 -5.019 -3.961 24 .001 by using paired t-test analysis, the difference between the two means was computed. the criterion for the rejection or acceptation of the null hypothesis is a level of significance .05 (95% confidence). if the sig. value is less than to .05 (p<0.05), it means that there is a statistically significant difference between two conditions (posttest and pre-test). according to the result the computation showed the significant value was 0.001. thus, the sig. (2-tailed) value was 0.001 < 0.05 means that h0 was rejected and h1 is accepted. it implies that there is a significant effect of the pbl on the students’ speaking ability. the result shows that the treatment was effective to make an important difference between the post-test and pre-test. based on the findings, it showed that there was significant effect of the project based learning to the students’ speaking ability. there were several factors influenced pbl on the students’ speaking ability. first, pbl is a communicative method for teaching speaking. in the first meeting, the lecturer asked the students to make a project related to their field of study. it is supported by thomas (2000), that pbl is a learning model that provides an opportunity for the students to have active participation. the students learn by engaging the real word project and it is related to their major. second, the lecturer explained the directions clearly. the lecturer’s role here was as a facilitator. she also showed what and how the students should do. it was related to railsback (2002), pbl is an instructional strategy in which students have to plan, implement, and evaluate projects that have real world applications beyond the classroom. then in this learning process, students played an active role to design their own learning. teachers will still have opportunity to talk to the whole class, such as when the teachers have an announcement that every student needs to hear. as an example, in the first meeting students need pre-knowledge about the material that will be learnt. after that, in order to give a project, the lecturer asked the students to use social media as a way to show their project. from this way, the students developed skills for living in a knowledge-based and highly technological society. solving highly complex problems requires students to have both fundamental skills and digital age skills. with this combination of skills, students become directors and managers of their learning, guided and mentored by skilled teacher. project-based learning brings real-life context and technology to the curriculum through project. students are encouraged to become independent workers, critical thinkers, and lifelong learners. the last, project based learning need long time in implementation. it takes more than two months. in this part, the lecturer could guide, facilitated, and gained information related to the students project, so they had a good preparation in doing the project. it also proved by khoiriya (2015) she stated that pbl needs several time allotments. it means that the students could design and prepare their project well. in addition, the project based learning could be one of effective way in improving celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 63 students’ speaking ability. it also proved by hartatik (2016), based on her classrom action research findings showed that project based lerning could improve the students’ speaking ability. she stated that pbl provided optimum opportunity for the students to explore and practice speaking skill so that they can improve their speaking ability. besides, the findings of the research show that this strategy had challenged the students to demonstrate their team –work ability. in contrast, aldabbus (2014) stated that pbl was difficult to manage the classroom time appropriately because projects took more than the expected time. additionally, the context where pbl was implemented played a fundamental role in hindering the process of using pbl effectively. as a result, some of the students did not ready with the pbl implementation. they also had lack of collaboration skill. only a few students whose active and dominant in the classroom. cintang, setyowati, and handayani (2018) also add that when the teacher had difficulties in implementing pbl, there were some factors. first, the teacher had wrong concept in pbl. it would made them difficult in mastery the project and had limited time. then the teacher did not had good preparation. they should input the project during learning process, in the beginning of the semster for example. those would minmized the difficulties in pbl implementation. finally, pbl was important to implement in speaking skill, because there were important major characteristics of pbl that should students had. there were self-responsibility for thinking and learning, awareness of social responsibility, thinking and acting from the scientific perspective but in a practical application, and relating both group process and product with professional practice. (rochamwati, 2015) implications were drawn from the research finding. the research came with a finding that there was a significant of pbl on the students’ speaking skill. moreover, this research implies that the use of pbl was needed in teaching speaking. it could make the students to be more active and innovative in creating ideas. considering the finding drawn above, it implies that the use of pbl was capable to promote the improvement of students’ speaking skill in which it can be seen from the progress of the students’ speaking scores after given a treatment using pbl. it was expected that the english teachers were highly recommended to utilize the pbl on the teaching english to improve the students’ speaking skill. students are motivated and relaxed in learning process when they are taught using pbl. therefore, it implies that the use of pbl also could enhance the students’ interest and help them to explore and transmit their ideas into spoken or oral communication. it was also proposed to help the students accomplish the material concepts well by themselves so that the teacher learningcentered could be avoided. conclusion based on the result, the implementation of project-based learning in non-english department could help the students to accomplish the learning outcomes. as stated in syllabus, the outcome of the study was the ability to demonstrate transactional dialogue in social life. it also could promote cooperative and collaborative work to perform transactional dialog. the students could perform effective and meaningful communication as the language function since they communicated purposively to fulfil their comprehensive tasks. mafruudloh, n. fitriati, r (2020). the effect of project based learning to the students’ speaking ability. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 57-64. 64 the objective of this study was to know the effect whether project based learning is more effective to teach speaking skill than using direct instruction method. in order to gain the objective of the study, the researcher conducted pre-experimental research. from the computation of paired sample t-test, it shows that the result of the paired sample t-test was -3.96. while t table for n = 25 in level of significant α = 0,05 was 0.001. it means that the hi was accepted. therefore, the project based learning has a significant effect to the students’ speaking ability. references abdulaziz, m. s. (2012). change from a general english teacher to an esp practicioner: issues and challeges in pakistan. jurnal contemporary research in bussines, 9, pp. 1-12. aldabbus, s. (2018, march). pbl: implementation and challenges. international journal and education, learning and development, 6, 71-79. baş, g. (2011). investigating the effects of project-based learning on students’ academic achievement and attitudes towards english lesson. the online journal of new horizons in education, 1, 1-15. cintang, n. s. (2018, february). the obstacles and strategy of pbl implementation in elementary school. journal of education and learning, 12, 7-15. creswell, j. (2014). researcg design: qualitative, quantitative, and mixed method 4th edition. usa: sage publication. gültekin, m. (2005). the effect of pbl on learning outcomes in the 5th grade social studies course in primary education. educational sciece: theory and practice, 5, 548-556. hartatik, s. f. (2016). project based learning : an offered solution for speaking class. celtic, 2. hedge, t. (2008). teaching and learning in the language classroom. oxford: oxford university press. ibrahim, a. m. (2010). esp at the tertiary level : current situation, aplication, and expectation. english language teaching, 3, 200-204. ichsan, m. h. (2016). media.neliti.com. retrieved march 10, 2020, from https://media.neliti.com/media/publications/213975-none.pdf khoiriya, s. r. (2015, june). project based learning method in teaching english speaking skill for grade 11 of sman 3 malang. celttic, 2, 59-72. railsback, j. (2002). project based instruction: creating excitement for learning. oragon: northwest regional education library. rochamwati, p. (2015). pbl to raise students' speaking ability: its' effect and implementation ( a mix method research in speaking ii subject). koodifikasia, 9(1), 200-221. simpson, j. (2011). integrating pbl in an english language tourism classroom in a thai university. australian catolic university: unpublished disertation. thomas, j. (2000). a review of research project based learning. san rafael, california: autodesk foundation. 103 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index scrapbook to introduce alphabet: a development research for preschool learners diana dwi shopiyana*, ikhsanudin, eni rosnija universitas tanjungpura, indonesia abstract this study was to develop a scrapbook to introduce alphabet for preschool learners. this research involved the teachers in darul uloom kindergarten pontianak kota. the method of this research was development research which consists of three phases of addie (analyze, design, and develop). the product is to introduce the alphabet in an interesting and attractive way for preschool learners. the need analysis obtained the information of what the teacher and students need in teaching and learning the alphabet by identifying the analysis of the teacher and the students' condition. the design of the scrapbook focused on the criteria of the appropriate material, selecting the suitable decorations, and using the appropriate pictures and details in designing scrapbook. the construction of scrapbook contains of 26 letter names and letter sounds. the model of scrapbook is using a hard cover album, which consists of 26 letters and its phonetics as the main material. the product was also designed with the appropriate layouts, such as paper size, pictures' management (cropping and resizing), colors, shapes, and fonts in order to produce the product with the suitable standard of printing. the development of scrapbook described what the constructs of the product were, including the fonts of the alphabet, layout designs, contents, and teachers' validation. the result is the complete product of scrapbook considered as very good and feasible to be used as a teaching and learning media to introduce alphabet for preschool learners. keywords: alphabet; preschool learners; scrapbook abstrak penelitian ini bertujuan untuk mengembangkan scrapbook untuk memperkenalkan alfabet bagi peserta didik prasekolah. penelitian ini melibatkan para guru di tk darul uloom pontianak kota. metode yang digunakan dalam penelitian ini adalah penelitian pengembangan yang terdiri dari tiga tahap addie (menganalisis, merancang, dan mengembangkan). produk ini memperkenalkan alfabet dengan cara yang menarik bagi pelajar. analisis kebutuhan memperoleh informasi tentang apa yang dibutuhkan guru dan siswa dalam pembelajaran alfabet dengan mengidentifikasi analisis guru dan kondisi siswa. desain scrapbook difokuskan pada kriteria bahan yang sesuai, pemilihan dekorasi yang sesuai, serta penggunaan gambar dan detail yang sesuai dalam mendesain scrapbook. konstruksi scrapbook berisi 26 nama huruf dan suara huruf. model scrapbook menggunakan hard cover album yang terdiri dari 26 huruf dan bahan utamanya adalah fonetik. produk juga dirancang dengan tata letak yang sesuai, seperti ukuran kertas, pengaturan gambar (memotong dan mengubah ukuran), warna, bentuk, dan font agar dapat menghasilkan produk dengan standar pencetakan yang sesuai. pengembangan scrapbook menggambarkan apa yang menjadi konstruksi produk, termasuk font alfabet, desain layout, isi, dan validasi guru. hasilnya adalah produk scrapbook yang lengkap dinilai sangat baik dan layak untuk digunakan sebagai media pembelajaran pengenalan alfabet bagi peserta didik prasekolah. kata kunci: alfabet; peserta didik prasekolah; scrapbook e-issn: 2621-9158 p-issn:2356-0401 *correspondence: dianadsr12@gmail.com submitted: 3 december 2021 approved: 28 june 2021 published: 29 june 2021 citation: shopiyana, d. d, ikhsanuddin, & rosnija, e. (2021). scrapbook to introduce alphabet: a development research for preschool learners, celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 103-111.doi: 10.22219/celtic.v8i1.14421 mailto:dianadsr12@gmail.com diana dwi shopiyana, ikhsanudin, eni rosnija scrapbook to introduce alphabet: a development research for preschool learners 104 introduction these days, as a teacher, it is important to know approximately students' interest and students' needs within the classroom to discover engaging media for teaching and learning. the teachers have to discover interesting media for students to fortify their sensory and auditory learning in learning alphabet. mascle (2017) stated that learning alphabet should begin early in a child's life. according to bakhsh (2016), the characteristics of preschool learners specified are they get bored quickly. children have no choice to attend school. preschool children tend to change their mood every other minute, and they find it extremely difficult to sit still. on the other hand, they show a greater motivation than adults to do things that appeal to them (klein, 2005). hence, to dodge that lesson, exercises have to be fun, interesting, and energizing, as conceivable by setting up the exciting activities. preschool learners learn the alphabet and sound instruction or phonetics as the primary step in learning. in order to read independently and construct meaning from the text, the students need to be able to identify words automatically. hence, children must begin to distinguish letter names and then produce the letter sounds. this letter-naming knowledge potentially could help children to draw phonological clues from letter names (foulin, 2005). cameron (2001) stated that preschool children may learn a foreign language incredibly effectively before puberty because their brains can still use the mechanisms that assisted first language acquisition. children learn to recognize their own, to begin with, the name together with other alphabet and significant words. preschool learners are curious about everything they see and hear (hasting, 2014; howe, 2009). preschool learners will also create a connection between alphabet and sounds and know a few of the sounds that alphabet makes. most of the bilingual preschools in pontianak used the cambridge curriculum as their educational modules. therefore, the researcher adjusted the item concurring with the curriculum utilized by the school and the needs of the students. cambridge schools children curriculum is pointed to construct social, physical and cognitive abilities. the curriculum sets clear learning targets and centres on creating information and aptitudes in all subjects, giving great establishment for the following instruction. the curriculum is flexible. hence schools can offer any combination of the subject available. one of the teachers' roles is to teach the alphabet and its sounds to preschool learners. alphabet knowledge may require more practice, more explicit instruction, and longer learning time (matheson, 2005). when the teacher teaches through books, the teachers can present the alphabet through all ranges of the curriculum. the teachers treat the book as a tool and expand the alphabet teaching into areas for the preschool learners to learn. teaching the alphabet has been debated, but there is a 23 consensus that letter names and letter sounds should be taught in combination (piasta, 2010). in addition, preschool learners require lots of opportunities to memorize through sensory and auditory and visual stimulation. from these cases, to support the students learning the alphabet, the researcher developed the scrapbook as a supplementary media to introduce alphabet for preschool learners. in line with this, nedved (2012) point out that scrapbook is an exciting media for both students and teacher. furthermore, he adds that scrapbook helps to create a motivational environment. this has been supported celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 105 by findings that children taught alphabet, some with the letter-sound included in the name and others without, showed a stronger tendency to recall the pseudoalphabet with some letter-sound information (share, 2004). the previous research was done by rohaya (2013) at a preschool located in tronoh, malaysia. she researched learning with augmented reality alphabet book for preschool children. the purpose of her research is to do fun learning with augmented reality for preschool learners. this research focuses on introducing alphabet to preschool learners. another previous research was conducted by karimkhanlooei (2015). the researcher researched teaching alphabet, reading and writing for kids between 3-6 years old as a second language. the researcher did this study to investigate the effectiveness of either one of the phonics vs traditional approaches in teaching alphabet, reading and writing for kids who were learning english as a second language. the differences between this research and the previous study are that this research focuses on teaching and learning alphabet through material that the researcher has developed. the researcher has developed the scrapbook according to the students' needs in learning the alphabet. therefore the students may play while learning with the 3d decoration inside the scrapbook. the decoration of scrapbook as material for teaching and learning is the novelty of this research. the researcher has conducted the scrapbook as supplementary material for the preschool learner in learning alphabet. the researcher has developed the scrapbook to help the teacher to apply it in teaching and learning. this kind of material increased the students' interest while reading a book. the students do not feel bored while learning alphabet because the researcher has developed the scrapbook as a teaching tool. the researcher used development research on developing scrapbook as supplementary material for preschool learners. method considering the research issues, this research used development research. development research aims to develop new or improved interventions or procedures to achieve well-specified learning goals objectives. in this research, the researcher used the addie concept to create scrapbook to introduce the alphabet. addie is an acronym for analyze, design, develop, implement, and evaluate. the research procedures that the researcher used only three phases of addie, which is add (analyze, design, development). qualitative data analysis proposed by creswell (2012) refers to the processes and procedures used to analyze the data and provided some explanation. the first phase is the analyzing phase. like the beginning, the researcher surveyed and found out darul uloom kindergarten that suited the preschool criteria and interviewed the teacher. the researcher interviewed two teachers that handled the class directly. in this phase, the researcher collaborated with the teacher to decide the perceived needs of students and used the interview as data collecting instruments. as a result of the interview, the condition, circumstance within the classroom, and the problem of the teaching and learning have been gathered. there is a lack of empirical evidence regarding letter-knowledge instruction (phillips, 2008). based on the interview, the school has no book about the alphabet in the school. so is since the alphabet is the essential knowledge, the diana dwi shopiyana, ikhsanudin, eni rosnija scrapbook to introduce alphabet: a development research for preschool learners 106 teacher may teach the alphabet autonomously. the students knew the alphabet when the teacher writes the alphabet on the whiteboard but disregard the alphabet in case the letters organized randomly. the researcher has done an investigation using an interview with the teacher in darul uloom kindergarten pontianak kota to make sure the problem. the second phase is the designing phase. the design phase aims to verify the desired performances and appropriate testing method (branch, 2009). in this phase, it is fundamental to classify the learning program that will be designed. this phase ought to be able to answer whether the learning media designed can be used to overcome the problem of performance gaps that occur on students. in this phase, the researcher gathered and selected the appropriate and exciting material and decoration from the internet and other sources and then evaluate the selected material to be designed as the primary draft. in this phase, the scrapbook has developed as interactive supplementary media. the first step of this phase is collecting the tools of scrapbook and media such as pictures, thick paper, and interactive decoration. the next step was to integrate the complete tool needed into a scrapbook. the researcher used teacher validation to evaluate the product. using development research, the researcher designed and developed scrapbook to complete the students' needs according to their age. the teacher's contribution is essential in designing the book for students because the teacher is the one who knows the students' abilities and the students' needs in the classroom. the researcher focused on the colourful and eye-catching design for the students that are based on education. the object of this research is scrapbook to introduce alphabet for preschool learners. it is a product which used to introduce alphabet for preschool learners. the participant of this research is the teacher in darul uloom kindergarten pontianak kota as the source. the teacher role is as a source to get the students prior knowledge and gap. the teacher was the respondent of the interview and the source and information in formulating the students' need. the researcher also involved the teacher as a validator for the media. findings since the analysis phase plays an important role in deciding whether the product is appropriately developed or not, by having the analysis and finding the problems, the teachers require a media that helps ease the teacher to introduce the alphabet to the preschool learners. therefore, it becomes a consideration for the researcher to design new material based on both the teachers' condition and students' condition. therefore, the researcher provided an alternative way for introducing alphabet named scrapbook. by designing the scrapbook, the researcher aims to help the teacher to introduce the alphabet to the preschool learners by using the exciting and creative decorations of the scrapbook. the researcher designed the concept of the material that has been developed. then, the researcher decided on the scrapbook design that is suitable for the student's need. the researcher collected the alphabet and the decorations from the internet. the researcher decided to use the colour theme to design the scrapbook because it is appropriate for preschool learners to learn the alphabet. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 107 figure 1: pictures of the scrapbook the structure that the researcher used in the scrapbook is the arrangement according to the alphabet. the scrapbook also consists of pictures representing the alphabet's initial and phonetics to help the students and the teacher pronounce the alphabet. the researcher put the information of each picture on the pictures description page inside the scrapbook. in the data collection part, the researcher used teachers' validation to validate the scrapbook. the researcher wants to find out whether the scrapbook is usable or not for preschool learners. the researcher made the assessment rubric for the teacher to assess the scrapbook. table 1. result of assessment rubric of first teacher points 5 4 3 2 1 category technical 4 content 4 design 5 quality 5 creativity 5 total score: 23 table 1 shows the result of the assessment rubric from the first teacher. it shows the total score with a value of 23, which means the technical and content of the scrapbook were good. the design, quality and creativity show the value five, which means very good. table 2. result of assessment rubric of second teacher points 5 4 3 2 1 category technical 5 content 5 design 5 quality 5 creativity 5 total score: 25 diana dwi shopiyana, ikhsanudin, eni rosnija scrapbook to introduce alphabet: a development research for preschool learners 108 in analyzing the data from the assessment rubric the researcher used rating scale, which adapted from walker (2013) instrument. rating scale was scored by this formula: p = 𝑟𝑒𝑠𝑢𝑙𝑡 𝑠𝑐𝑜𝑟𝑒 𝑎𝑚𝑜𝑢𝑛𝑡 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡 𝑋 𝑎𝑚𝑜𝑢𝑛𝑡 𝑜𝑓 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠=5𝑋5=25 x 100 p = percentage then the result will be measured by this table: table 3. analysis scale percentage interpretation 0 – 25 bad ( revised) 26 – 50 poor (revise) 51 – 75 good 76 – 100 very good based on the result above, the researcher found that the assessment rubric from two teachers was valid. the first teacher categorized the result of scrapbook were considered very good with a percentage is 92%. the second teacher categorized the result of scrapbook were considered very good with the percentage is 100%. therefore, based on the data above, the researcher ensured that scrapbook could be used as a supplementary media product to introduce alphabet for young learners. discussion the researcher developed the scrapbook in this research because the researcher provided supplementary media that can help the teaching-learning process introduce the alphabet for preschool learners in darul uloom kindergarten pontianak. the method of this research is development research. this research consists of several phases: the analysis, design, and development phases. in the analysis phase, some of the learning problems were gathered by the interview with one of the teachers in darul uloom kindergarten pontianak. in the age of nursery, preschool learners need adult guidance to know the shape and the sounds of the alphabet. as stated in bardige (2009), alphabet knowledge includes letter name knowledge such as capital or lowercase. the result of the analysis phase is the analysis of the learning problem when preschool learners learn the alphabet as the basis to design a learning solution. the next is the design phase; the design phase was conducted based on the analysis phase. in the design phase, the researcher constructed the model of the product and determined whether tools that are suitable to design scrapbook. ashworth and wakefield (2005) claim that all preschool children are highly motivated to learn the language. preschool learners also can change their mood easily, which they can feel bored quickly when they find something interesting for them, so they feel highly motivated to learn the language. the scrapbook is a supplementary media for preschool learners to learn a foreign language, and it also helps the teacher teach alphabet and sounds. the preschool learners are excited celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 109 about the new material or new supplementary media applied in the classroom. the scrapbook is a unique book that can make preschool learners learn and play. the design phase determined the elements of the material in the learning that are objects of the product, the role of the learner, the role of the teacher, and the role of the material. the last phase in this research is to develop phase. solomon (2008) stated that scrapbook is a unique photo album that page is filled not just with writing, memorabilia and decorations such as stickers, die-cuts, rubber-stamping and drawing but also bringing the media into the classroom through visuals and sounds. furthermore, according to bader (2005), scrapbooking is meaningful, relating to pasting newspaper clippings, magazine articles, photos (usually personal), and other memorabilia into custom-made albums or scrapbooks. the researcher used an album cover as the cover of the scrapbook and the thick paper as the scrapbook base and to make the paper folds. in this phase, the researcher constructed material that had been selected and gathered from many sources. mostly, the researcher used the pictures from the pinterest app as the source of the decorations. the researcher also developed the product based on the curriculum used in darul uloom kindergarten pontianak. the teacher's role in this phase is a validator. therefore, the teachers should give the score to the scrapbook to determine whether the product is used or not. the researcher provided a scrapbook assessment rubric for the teacher to find out the quality of the scrapbook. the researcher provided five aspects for the teachers to assess; technical, content, design, quality, and creativity. those aspects become a consideration in revising the product to improve the quality of the product. the researcher used the scrapbook assessment rubric in collecting the data. the result of the rubric showed a good response from the teachers toward the scrapbook. the total score for the rubric from the first teacher is 23, with a percentage of 92%. it is categorized as very good and or the rubric from the second teacher, the total is 25 with the percentage is 100%. it is also categorized as very good. the researcher combined the result of the rubric from both teachers to find the average score from those data. the average score of the scrapbook assessment rubric from both teachers is 96%, and it is categorized as very good. therefore, based on the average score before, it can be concluded that scrapbook can be used as a supplementary media to introduce alphabet for preschool learners. the strength of the scrapbook in this research is to add supplementary media to introduce the alphabet for preschool learners. with this product, the teacher can use the book to introduce the alphabet in a fun way. with the design and the decoration, the students will be attracted to learn the alphabet. the teachers also can pronounce the alphabet with the phonetic that already provided inside the book. meanwhile, for the learners, this product will help them learn the alphabet while playing with the decorations. in this product, the researcher provided the alphabet and its phonetics and the pictures, paper folds, and 3d decorations that can attract the students' interest in learning the alphabet. according to damayanti (2017), there are some weaknesses from the scrapbook. the scrapbook is made from thick paper. the paper is not waterproof when the paper exposed to water. therefore, it will be damaged the paper. the scrapbook also has to keep it clean because it is easy to get dirty and difficult to diana dwi shopiyana, ikhsanudin, eni rosnija scrapbook to introduce alphabet: a development research for preschool learners 110 clean. besides introducing the alphabet, the scrapbook can also help the students recognize the pictures inside it, such as animals and things around them. then, it can help the students to increase their vocabularies. conclusion the scrapbook design was designed with exciting and eye-catchy visualization, 3d pictures, and colourful paper folds. the product was also supported with the material based on the curriculum, which fulfils the needs of the teachers and the preschool learners in applying the scrapbook. the construction of scrapbook contains 26 letter names and letter sounds. the model of scrapbook uses a hardcover album, which consists of 26 letters and its phonetics as the primary material. moreover, the pictures and 3d decorations attract the preschool learners interest to play and learn with the alphabet. the alphabet has constructed alphabetically. thus the teacher and the students can follow the contents contained in the product. the product was also designed with the appropriate layouts, such as paper size, pictures' management (cropping and resizing), colours, shapes, and fonts to produce the product with a suitable printing standard. according to the scrapbook assessment rubric, it shows that the scrapbook is suitable for preschool learners to learn the alphabet. it has been evaluated by the teachers who handled the preschool learners' class. the technical, content, design, quality and creativity are suitable for the teacher and the preschool learners to introduce alphabet. suggestions after covering up the conclusions, several suggestions were proposed to the teacher, the students, and the other researchers; to the teacher, the researcher suggests that the teacher should give the media for the students to learn the alphabet as it helped them learn alphabet better. the students will understand the alphabet easily if they practice more and pronounce and visualize the alphabet frequently. the students can use a fun way to learn the alphabet by using scrapbook. it provides the alphabet, pronunciation, and pictures representing the alphabet's initial visualisation and their interest in the teaching and learning process. to other researchers, this research studies scrapbook to introduce alphabet: development research for preschool learners. it is hoped that this study can be used as an additional reference for the further researcher to introduce alphabet or create the media that will contribute to teaching english, especially preschool learners. references ashworth, m. & wakefield, h. p. (2005). teaching the world’s children: esl for ages three to seven. forum: english teaching 43(1). washington dc: usa department of state for teachers of english. bader, j. l. (2005). the effects of a scrapbooking project on student self-concept in an inclusive setting. education and human development master's theses. 430. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 111 bakhsh, s. a. (2016). using games as a tool in teaching vocabulary to young learners. english language teaching, 9(7), 120. https://doi.org/10.5539/elt.v9n7p120 bardige, b. (2009). talk to me baby!: how you can support young children’s language development. paul h. brookes publishing co. branch, r. m. (2009). instructional design: the addie approach. new york: springer. cameron. (2001). teaching languages for preschool learners. cambridge university press. the united kingdom. creswell. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. pearson education inc. damayanti, m. (2017). pengaruh media scrapbook (buku tempel) terhadap hasil belajar siswa materi keanekaragaman rumah adat di indonesia kelas iv sekolah dasar. jurnal pendidikan guru sekolah dasar. 9(3) foulin. (2005). why is letter-name knowledge such a good predictor of learning to read?. kluwer academic publisher. hasting, d. (2014). preschool children: know their needs and characteristics. palm spring, california. retrieved from https://www.firstschool.net/blog/preschool-children-know-their-needsand-characteristics howe, j. (2009). characteristics of preschool children. christian reformed church in north america. karimkhanlooei, g. (2015). teaching alphabet, reading and writing for kids between 3-6 years old as a second language. elsevier ltd. klein. (2005). teaching young learners. united states department of state. english teaching forum. matheson. (2005). media discourses: analyzing media texts. england: open university press. mascle, d. (2017). learning the alphabet: why it is so important for children. retrieved from https://whatsfordinner.net/articles/article-learning-thealphabet-why-it-is-so-important-for-children.html nedved, j.a. (2012). developing student expression with the book, scraps. asia university press. singapore. phillips, l. (2008). unlocking the doors: is parents’ reading to children the key to early literacy development?. canadian psychology. piasta, s. b., & wagner, r. k. (2010). learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. journal of experimental child psychology, 10/5, 324-344. rohaya, d. (2013). fun learning with ar alphabet book for preschool children. elsevier b.v. share, d. l. (2004). knowing letter names and learning letter sounds: a causal connection. journal of experimental child psychology, 88(3), 213–233. https://doi.org/10.1016/j.jecp.2004.03.005 solomon, l.e. (2008). reading, writing & scrapping: scrapbooking as a teaching tool. new york: pearson/longman. walker, h. (2013). establishing content validity of an evaluation rubric for mobile technology applications utilizing the delphi method. baltimore, maryland. https://www.firstschool.net/blog/preschool-children-know-their-needs-and-characteristics https://www.firstschool.net/blog/preschool-children-know-their-needs-and-characteristics https://whatsfordinner.net/articles/article-learning-the-alphabet-why-it-is-so-important-for-children.html https://whatsfordinner.net/articles/article-learning-the-alphabet-why-it-is-so-important-for-children.html celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 35 transitivity system on building character of mr. summers in the lottery by shirley jackson 1intan siti nugraha*, 1sutiono mahdi 1universitas padjadjaran, indonesia *corresponding author: intan19004@mail.unpad.ac.id abstract the lottery is one of the most famous american canonicals written by shirley jackson (1948) which is sensational. the theme brought triggers controversy to contemporary critics. the story exposed one of the darkest dualities of human nature in ‘the lottery’ carried out by the society in the story. the controversial character in the lottery which evokes social culture issue is analyzed by investigating the process types related to the character. types of process are essential in the building characters or characterization. thus, this study analyzed the main character of a literary work “the lottery” by shirley jackson (1948) using transitivity system of systemic functional linguistic (sfl) approach. the data were all clauses related to mr. summers as the main character in this short story. they were analyzed using concept of transitivity system. the result shows that the author of the short story dominantly uses verbal process to construct the main character through his verbiage which is 52.63% of the total processes in clauses. in addition material process which also occupies high number (32.90%) after verbal process denotes that the character does activities in the domestic and physical domain. the relational process (7.89%) is used to characterize the characters explicitly. the mental process (5.26%) is used to depict the characters’ cognition while behavioural process (1.32%) is employed to a common activity. keywords: building character; short story; transitivity system abstrak the lottery adalah salah satu cerita kanonik amerika paling terkenal yang ditulis oleh shirley jackson (1948) yang sensasional. tema tersebut memicu kontroversi bagi para kritikus kontemporer. kisah itu mengungkap salah satu dualitas tergelap dari sifat manusia dalam 'lotre' yang dilakukan oleh masyarakat dalam cerita itu. karakter kontroversial dalam lotre yang membangkitkan masalah budaya sosial dianalisis dengan menyelidiki jenis proses yang terkait dengan karakter. jenis proses sangat penting dalam membangun karakter atau karakterisasi. penelitian ini menganalisis tokoh utama dari karya sastra "the lottery" oleh shirley jackson (1948) dengan menggunakan sistem transitivitas dari pendekatan linguistik fungsional sistemik (lfs). data dalam peneliatian ini diambil dari semua klausa yang terkait dengan mr. summers sebagai tokoh utama dalam cerita pendek ini. semua klausa tersebut dianalisis menggunakan konsep sistem transitivitas. hasil penelitian menunjukkan bahwa sang penulis lebih dominan menggunakan proses verbal untuk membangun karakter utama melalui katakatanya yaitu 52,63% dari total proses dalam klausa. selain itu penggunaan proses materi yang juga tinggi (32,90%) setelah proses verbal menunjukkan bahwa tokoh utama ini (mr. summers) melakukan aktivitas dalam domain domestik dan fisik lebih sering. proses relasional (7,89%) digunakan untuk mengkarakterisasi tokoh secara eksplisit. proses mental (5,26%) digunakan untuk menggambarkan kognisi tokoh sementara proses perilaku (1,32%) digunakan untuk aktivitas umum. kata kunci: pembentukan tokoh; cerita pendek;sistem transitivitas nugraha, i.s., & mahdi, s.(2020). transitivity system on building character of mr. summers in the lottery by shirley jackson. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 3543. 36 introduction the lottery is one of the most famous american canonicals as well as a sensational short story written by shirley jackson and published in the same month it was published, june 26, 1948. the lottery is ranked as one of the most famous short stories in america literature. the theme brought by shirley jackson in the story triggers controversy to contemporary critics and remains mystery (chen, 2012). through ordinary and everyday-like tone of third-person narration, friendly description, neighborly behaviour and latter indifferent attitudes of towns people, shirley jackson successfully set unexpected and chilly ending and exposed one of the darkest dualities of human nature in ‘the lottery’ they carried out. in this short story, a lottery which is usually associated to a positive lucky for the winner is portrayed as a barbaric ritual. language used in any text, including literary text such as short story, reflects the stored knowledge of the members of the speech community since language and literature are the product of culture which has basic function in relation to social environment and depict social reality (wahyuni, 2014; halliday & matthiessen, 2004), such as the culture portrayed in literary works. literary work is human expression in which people express their feeling, experience, thought and imagination that symbolize life as events and experience in society that describe reality (handika & hartiningsih, 2014). in other words, language also construes human experience. language is a social semiotic which is a system for making meanings. sfl is a potent framework for describing and modelling language as a resource for making meaning and choices, which treats language beyond its formal structures and takes the context of culture and the context of situation in language use (cunanan, 2011). halliday & matthiessen (2004) explain that language has three metafunctions. the metafunctions are ideational function, interpersonal function and textual function. ideational function represents experience of world and it empowers people to build a mental picture of reality or their experience of what goes on around them and inside them. this experiential meaning is called transitivity (eggins, 2004).transitivity is a grammatical system which deals with several types of process found in structure of language. the processes in transitivity consist of process, participants and circumstances. types of processes are material processes, mental processes, relational processes, behavioral processes, verbal processes, and existential processes. material processes are processes of doing that involves an actor and a goal. the one that does the action is called actor while directed act is goal. another process os mental processes which are processes of sensing that include sensor and phenomenon as two potential participants. the conscious being is what is called as sensor that is doing mental action such as feeling, thinking or seeing while phenomenon is what is sensed, felt, thought and seen or the position in a sense reversed. mental processes can be divided into four subtypes that are perceptive, cognitive, desiderative, and emotive (halliday & matthiessen, 2004). another process which is the process of being is called as relational process. there are three types of relational processes. the first relational process is intensive which depicts a process of “x is a”. the second relational process is circumstantial which describes a process of “x is at a”. the last relational process is possessive which describes a process of “x has a”. the three relational process describe the two kind of relationship between a and x: “a is an attribute of x” and “a is the identity of x”. anoher process is behavioral processes which are related to physiological celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 37 satet and psychological behaviour. the examples of behavioural process are cough, smile, breath, cry. those processes have one participant called the behavior. next process is verbal process. verbal process is process of saying. different to behavioural process, verbal processes usually consist of three participants. they are the sayer, the verbiage, and the receiver. the addresser is called the sayer while the receiver is the addressee. the content of the message in the process is the verbiage. existential processes represent that something exists or happens. it is usually realized by thereconstruction. studies on characterization by using transitivity analysis have been done by previous researchers such as patterson (2019), song (2013), tiejun (2007), nurhayati (2018), rashid (2016), and study of analyzing character in the lottery using nontransitivity system was conducted by chen (2012). those studies serve as the basic previous studies for this study. the first study of using transitivity system on analyzing character cat in the rain is a study conducted by tiejun (2007). the purpose of tieju’s study is to verify unconcerned relationship among people in the story using transitivity system by analyzing their types of processes. the second is a study on analyzing character of emily in a rose for emily short story by william faulkner using transitivity system was conducted by song (2013). the study focused on identifying processes in the story and analyzing their function of constructing theme and shaping the character. similar with song’s study, rashid (2016) also investigated construction of main character, hiroko tanaka, and also other characters in burnt shadows by applying transitivity as tool of grammatical analysis of sfl. not only investigating the process of clauses, song interpreted them in relation to the meanings associated with the characterization of hiroko tanaka and other important characters in the story. patterson (2019) carried out a study which combines the approach of systemic functional grammar and corpus linguistics as the aim of providing transitivity analysis and metaphor cluster within collected words by charles dickens and tomas hardy to determine what types of processes used for metaphor and what constituent form in the processes. patterson compared the metaphor in literary works of the two writers using transitivity system. the results of this study have shown some differences in the choices taken by dickens and hardy in their use of metaphors in which these differences also reflect wider issues such as their ideology, main themes in their writings, and characterization. there is also a study which concerns on analyzing character of tessie hutchinson in the lottery short story by shirley jackson (1948) conducted by chen (2012). the study focuses on physiological condition of characters in the story which are represented by tessie’s character. it was found that tessie had duality characters realized in the time she won the lottery. mrs. hutchinson is portrayed in the story as a victim or a scapegoat of the brutal primitive ceremony by a neighbourhood. however, it is also revealed the primitive nature of selfish and indifferent human beings in a figure of tessie hutchinson, which gives much reflection even up to these days. derived from the preceding elaboration on the canonical short story the lottery, sfl theory and studies conducted in analysing characters, in this study, transitivity analysis is applied to the short story written by shirley jackson, the lottery. the nugraha, i.s., & mahdi, s.(2020). transitivity system on building character of mr. summers in the lottery by shirley jackson. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 3543. 38 controversial character in the lottery which evokes social culture issue is analyzed by investigating the process types related to the character. types of process are essential in the building characters or characterization in which the writer depicts the personality of a character directly (where the write tells audience the personality) or indirectly (by showing things that reveal the personality) (msuya, 2014). thus, the purpose of this study is to analyze mr. summers, the main character, using transitivity system and to reveal the characters from what are represented from types of processes in clauses related to mr. summers. method in accordance with the purpose of the study related to analyzing the main character of a literary work the lottery by shirley jackson (1948) using transitivity system of systemic functional linguistic (sfl) approach, the study employed descriptive qualitative research design since it places stress and describes in detail of certain phenomenon through textual analysis and interpretation rather than comparing the effects of a particular treatment (burns, 1995; creswell, 1994). the data was a canonical short story taken from short story compilation entitled the lottery and other stories (2009). all the clauses related to mr. summers and other characters as the reaction to mr. summers were selected to be analyzed in term of their process types. the clauses were purposively chosen by considering their relevancy to the purpose of this study which only focuses on characterization of mr. summers. the data were collected through documentation method by taking particular data to be analyzed in a literary work, which in this study is a short story compilation book entitled the lottery and other stories written by shirley jackson (2009). in the process of data analysis, there were several steps conducted. first step was reading through the whole short story. the second step was reading page over page of the story focusing on the main character, mr. summers. in the third step, all clauses about the character were sorted and collected including what narrator tells about the characters through direct description or through other characters. the next step was identifying all of the process in each clause and classifying them into verbal, material, relational, behavioral, mental and existential processes. the last, the result of classification are interpreted to reveal the personality of mr. summers. findings and discussion the clauses in the lottery are 526 clauses. from the clauses, there are 76 clauses exploited to narrate mr. summers. only existential process is not found to narrate mr. summer by the narrator. verbal, material, relational, behavioral, and mental processes are represented to characterize mr. summers. there are found that 40 clauses are categorized expressing verbal processes, 25 clauses express material process, six clauses express relational process, four clauses express mental processes and only one clause expresses behavioural process of mr. summers. the verbs of each process and their occurrence are presented in table-1 below: table 1. distribution of processes related to mr. summer type of process verb and occurrence total occurrence percentage material ran (1), arrived (1), carrying (1), waved (1), set (1), stirred (2), began (1), made 25 32.90 celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 39 (3), put (1), wait (2), going (1), started (1), leave (1), turned (1), hold (2), hushed (1), raised (1), stepped (1), selected (1), cleared (1) relational attributive: to be (2), seemed (1) identifying: to be (1) possessive: had (2) 6 7.89 behavioral nodded (1) 1 1.32 verbal called (3), spoke (1), argued (1), declared (1), talk (2), direct (1), consult (2), ask (2), say (27), hush (1) 40 52.63 existential 0 0 mental think (1), guess (1), know (1), look (1) 4 5.26 total 76 100 table 1 above shows that mr. summers is dominantly associated with verbal process. there are 40 clauses of the 76 clauses or 52.63% of the total clauses related to character of mr. summers which represent verbal process. another process which is significant in characterization of mr. summers is material process which is found 25 clauses or 32.90% of total clauses. relational and mental processes are found in six (7.89%) and four clauses (5.26%) for each, while behavioural process is only once which means 1.32% of all clauses. no clause related to mr. summers expresses any existential process. verbal process verbal processes occupy the highest position of mr. summers representation. throughout the whole story, there are 40 clauses expressing verbal processes. verbal processes are realized by verbal groups such as call, speak, argue, declare, talk, direct, consult, ask, and say. although the variation of verb groups expressing verbal process are not as various as material process, the dominance of verbal process representing mr. summers character indicates the important verbiage of mr. summers in the story. the character of mr. summers is mostly built by which he takes position as sayer. the following is the excerpt of verbal process of mr. summers: data 1. verbal process mr. summers declared the lottery open sayer process: verbal verbiage reporting reported from data-1, mr. summers takes position as the sayer. in almost clauses representing verbal processes, mr. summers typically roles as the sayer in function of constructing conversation with other characters and representing feature of dialogic exchange, reply and counter by mr.summers. the other participants representing addressee in all these clauses are mostly all town people and certain characters. the verbal processes of mr.summers signify that he is listened and respected by all town people so that he has power to direct and influence everyone. it is depicted in the narration description about mr. summers as the person “who had time and energy to nugraha, i.s., & mahdi, s.(2020). transitivity system on building character of mr. summers in the lottery by shirley jackson. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 3543. 40 devote to civic activities”. the excerpt of another verbal process that shows this depiction of mr. summers’s character is presented below: data 2. verbal process “put them in the box, then,” mr. summers directed verbiage sayer process: verbal quoted quoting according to halliday & matthiessen (2004) , there are types of verbal verbs serving in verbal clauses. they are serving as activity of targeting (praise, insult, blame, criticize) and talking (speak, talk) and serving as semiosis neutral quoting (say, tell), indicating (report, announce, notify) and imperating (tell sb to do), ask, order, command). referred to those types, the verbal processes found in the beginning of the story are realized by verbal group where the lexical verb choices are representing neutral verbal activities such as say which is 27 occurrences, speak which appears once and talk which occupies twice, even some of them denote to certain personality such as consult which depicts mr. summers as a democratic and open-minded leader. unfortunately, the changing is seen as the story comes to the ending as the most unexpected event. the lexical verb selections represent power of mr. summers’s characters such as call, argue, direct and hush which serve as imperative and targeting verbs (halliday & matthiessen, 2004). in addition, from all of participant roles in verbal process clauses, mr. summers is configured more as a sayer than as a receiver and target. material process material processes are frequently found after verbal processes in all clauses related to mr.summer as the participant. the occurrences of material process are 25 or 32.90 % of the total clause in which mr. summers is placed as the actor. the high occurrence of material process indicates that the narrator concerns with the actions or events and the participants who carry them out (sheikh, asmat a; rahim, sadia; hira, ali; suleman, nazia; asgher, 2019). besides through verbal process, the narrator focuses building the character of mr. summers on narrating his physical activities rather than other activities. material process is realized by transitive and intransitive verbs. in this short story, all material clauses related to mr. summers are realized by four intransitive verbs (nongoal oriented material process) such as run, arrive, wave and go which each occupies only once. the example of this material process is presented below: data 3. material process (non-goal oriented) when he arrived in the square actor process: material circumstance: place goal oriented material process which occupies transitive verbs appear more frequently such as stir, hold, begin, select, wait, made, carry, set, turn and put. these goal-oriented material processes depict physical activities that affect participants. the fact that almost of mr. summers’s narrations are narrated by doing activity affecting to celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 41 other people and the lottery ritual as the goal of the activities shows that role of mr. summers. here is the excerpt of material process: data 4. material process (goal oriented) the night before the lottery, mr. summers and mr. graves made up the slips of paper circumstance: time actor process: material t goal data 4 is the example of material process in which mr. summers is the participant. the goal in the excerpt above is all the properties related to the lottery the town people carried out. relational process relational processes are found six occurrences. all of the relational processes represent how the narrator explicitly narrates mr.summers’s personality and identity. the relational processes are used to give attributes, identity and possession of mr. summer. for each function to give attribute and give identity or possession occupy three times. the following is the example of relational process to give attribute to mr. summers: data-5. relational process (attributive) he (mr. summers) seemed very popular and important carrier process: relational attributive attribute (intensive) data 5 presents how the narrator gives positive attribute to mr.summers. mr. summers is depicted as a very popular and important people in the town by the narrator explicitly. the other relational processes which give attribute to mr. summers also describe this character positively as follows: data 6. relational process (attributive) mr. summers was very good at all this; in his clean white shirt and blue jeans carrier process:relational attributive attribute although the narrator narrates mr. summers directly as positively, the small number of this relational process signifies the character of mr. summers’ and gives more detail of the characterization through verbal and material processes which dominate the occurrence in clauses related to mr. summers. furthermore, identity built by direct narration of the narrator is emphasized as follows: data 7. relational process (identifying) he (mr. summers) was a round-faced and jovial man token process: relational identifying value (intensive) nugraha, i.s., & mahdi, s.(2020). transitivity system on building character of mr. summers in the lottery by shirley jackson. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 3543. 42 mental process another process that is less frequent occupied in the clauses to characterize mr. summers is mental process. mr. summers is construed by this process through a quantum of change in the flow of events taking place in his consciousness about the world he experiences (halliday & matthiessen, 2004). in other words it encodes meaning of thinking and feelings (eggins, 2004). these clauses construe inner experience and have senser as inherent participant role. the mental verbs such as think, guess, know are used to represent characterization of mr. summers through cognition. the following is the excerpt of mental process of cognition. data 8. mental process although mr. summers and everyone else in the village knew the answer perfectly well senser process: mental (cognition) phenomena compared to the previous processes, the rarest process is behavioural process. it is found nod as the only behavioural process of mr. summers. behavioral processes represent outer manifestation of inner workings, the acting out of processes of consciousness and physiological states (halliday & matthiessen, 2004). the behavioral process found is as follow: data 9. behavioural process mr. summers nodded behaver process: behavioural (cognition) conclusion the author of the short story dominantly uses verbal process to construct the main character through his verbiage which is 52.63% of the total processes in clauses. in addition material process which also occupies high number (32.90%) after verbal process denotes that the character does activities in the domestic and physical domain. the relational process (7.89%) is used to characterize the characters explicitly. the mental process (5.26%) is used to depict the characters’ cognition while behavioural process (1.32%) is employed to a common activity. references burns, r. b. (1995). introduction to research methods. melbourne: longman australia pty ltd. chen, f. (2012). a representative and a scapegoat: analysis of tessie hutchinson in the lottery. theory and practice in language studies, 2(5), 1022–1026. https://doi.org/10.4304/tpls.2.5.1022-1026 creswell, j. (1994). research design: qualitative and quantitative approach. california: sage publication inc. cunanan, b. t. (2011). using transitivity as a framework in a stylistic analysis of virginia woolf’s old mrs. grey. asian efl journal, 54(4), 69–79. retrieved from https://asian-efl-journal.com/pta/volume-54-bc.pdf celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 43 eggins, s. (2004). an introduction to systemic functional linguistics (2nd ed.). london: continuum. halliday & matthiessen, c. (2004). introduction to functional grammar. london: oxford university press. handika, m., & hartiningsih, s. (2017). an analysis of feminism idea that represented by queen elizabeth i in the shekhar kapur's film entitled'elizabeth: the golden age'. celtic: a journal of culture, english language teaching, literature, & linguistics, 1(2), 75-82.https://doi.org/10.22219/celtic.v1i2.4669 jackson, s. (2009). the lottery. in the lottery and other stories. macmillan. msuya, e. a. (2014). stylistic analysis of “xuma” and “leah” in peter abraham’s mine boy: a verbal transitivity process. international journal of linguistics, 6(1), 132. https://doi.org/10.5296/ijl.v6i1.4729 nurhayati. (2018). identifying characters using transitivity : a stylistics study of “ i stand here ironing .” journal of cultural, literary, and linguistic studies, 2(2), 1–8. patterson, k. j. (2019). metaphor, transitivity, and the literary world how dickens and hardy represent their world through metaphor. revista documentos lingüísticos y literarios uach, 38, 68–75. retrieved from http://revistadll.uach.org/index.php/revistadll/article/view/427 rashid, a. (2016). transitivity analysis of hiroko ’ s character in burnt shadows (comsats institute of information technology , islamabad). retrieved from http://www.isfla.org/systemics/print/theses/rashid-ms-2017.pdf sheikh, asmat a; rahim, sadia; hira, ali; suleman, nazia; asgher, t. (2019). claiming the feminine voice: a transitivity analysis of “meatless days.” dilemas contemporáneos : educación, política y valore, 6(special), 6. https://doi.org/10.5281/zenodo.1477753 song, z. (2013). transitivity analysis of a rose for emily. theory and practice in language studies, 3(12), 2291–2295. https://doi.org/10.4304/tpls.3.12.2291-2295 tiejun, z. (2007). analysis of systemic functional linguistics on catin the rain. celea journal, 30(3), 73–119. retrieved from http://www.celea.org.cn/teic/73/73-119.pdf wahyuni, e. (2014). exposing literature into language teaching and learning. celtic: a journal of culture, english language teaching, literature, & linguistics, 1(2), 63-74. https://doi.org/10.22219/celtic.v1i2.4668 anggraeni, y., & amalia, r.m. (2020). the representation of health minister in handling covid-19 in indonesia: a critical discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 208-215. 208 the representation of health minister in handling covid-19 in indonesia: a critical discourse analysis 1 yulia anggraeni*, 1 rosaria mita amalia 1 univeritas padjadjaran, indonesia *corresponding author: yulia19003@gmail.com abstract covid-19 outbreaks that threaten human health have become a pandemic. as the health minister in indonesia, the actions were taken by the letjen tni (purn) dr. dr. terawan agus putranto, sp. rad. (k) in handling this pandemic is in the spotlight. there are so many media that providenews related to the efforts of the health minister in handling this case, one of which is the jakarta post. this study aims to describe the representation of mr. terawan as health minister in handling covid-19 cases in indonesia in the jakarta post. critical discourse analysis as an approach is used in his study. the data are the articles in the jakarta post related to mr. terawan in handling the covid-19 cases in indonesia. the data is analyzed using a discursive strategy. according to wodak& mayer (2001), there are five strategies in discursive, but this study only applies two strategies, namely nomination strategies and predication strategies. the findings in this study are; (1) four nomination strategies areused by the jakarta post. they are deixis, proper names, professional anthroponym, and nouns. the jakarta post uses the nomination strategy to avoid repetition of the same proper name, to show the readers which person becomes the center of the text, and to describe and report mr. terawan’s action regarding his job as health minister; (2) the jakarta post gave a negative attribute to the performance of mr. terawan as a health minister in handling with covid-19 cases.the jakarta post’s belief that mr. terawan has performed badly as a health minister in handling the covid-19 case and the jakarta post sees mr. terawan as a careless person in the case. keywords: covid-19; critical discourse analysis; discursive strategies; health minister of indonesia abstrak wabah covid-19 yang mengancam kesehatan manusia telah menjadi sebuah pandemi. sebagai menteri kesehatan di indonesia, tindakan yang telah diambil oleh letjen tni (purn) dr. dr. putranto, sp. rad. (k) dalam menangani pandemi ini menjadi sebuah sorotan. banyak sekali media memberikan berita terkait upaya dari menteri kesehatan dalam menangani kasus ini, salah satunya adalah dalam the jakarta post. penelitian ini sendiri bertujuan untuk menggambarkan representasi sosok bapak terawan sebagai menteri kesehatan dalam menangani kasus covid-19 di indonesia dalam the jakarta post. penelitian ini menggunakan analisis wacana kritis (awk) sebagai pendekatan. data dalam penelitian ini adalah artikelartikel di the jakarta post terkait dengan menteri kesehatan dalam menangani kasus covid19 yang ada di indonesia. data dianalisis menggunakan discursive strategy. ada lima strategi dalam discursive ini, tetapi penelitian ini hanya menerapkan dua strategi, yaitu nomination strategies dan predication strategies. temuan dalam penelitian ini dinataranya adalah; (1) ada empat nomination strategies yang digunakan oleh the jakarta post, yaitu deixis, proper name, professional anthroponym, and noun; (2) the jakarta post memberikan atribut negative terhadap kinerja dari bapak terawan sebagai menteri kesehatan dalam menangani kasus celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 209 covid-19. the jakarta post menganggap bahwa bapak terawan menangani kasus covid-19 dengan buruk dan melihat mr. terawan sebagai orang yang ceroboh dalam kasus ini. keywords: covid-19; kementerian kesehatan indonesia; strategi diskursi; wacana analisis kritis introduction the coronavirus disease (covid-19) becomes a pandemic today, as reported by kompas.com (2020), the directorate general of world health organization (who), tedros adhanom ghebreyesus officially announced the covid-19 outbreak as a global pandemic. the covid-19 was first discovered in wuhan a city in china. the first patient suspected of being infected with the coronavirus was a 55-year-old wuhan citizen on november 17, 2019. however, the chinese government only realized that they were facing this dangerous virus in early december 2019. as cited from hopkinsmedicine.org, coronavirus can spread very fast because it spreads when an infected person coughs or sneezes and the droplets of saliva or discharge from the nose. therefore, who recommends wearing masks when leaving the house, doing physical distancing, and doing daily activities online from home. indonesia is one of the countries that has patients infected with the coronavirus. the president joko widodo on march 2, 2020 announced the first patient who infected the coronavirus in indonesia. since then, government policies in tackling this pandemic were made, such as requiring using masks, conducting large-scale social restrictions (psbb), work from home, and the other things deemed necessary to reduce the spread of the coronavirus. this covid-19 issue is reported by most of the mass media in indonesia. the way the government handle the coronavirus case has also come under the spotlight of many news media. one of the mass media that provide that news is the jakarta post. the jakarta post is a newspaper based in indonesia which is a member of the asia news networkthat usesthe english language. the target of the newspaper is not only indonesian but also it is targeted to foreigners. according to kurniawan &utami (2017), the way the mass media construct someone’s figure relates to representation. in discourse analysis perspective, the people, places, or social practices that express in a language is representation (van dijk as cited from kurniawan &utami, 2017). based on the background, this research aims to describe the representation of mr. terawan’s figure as a health minister in handling the covid-19 case in indonesia using the critical discourse analysis (cda) approach and using discursive strategies for the analysis.thus the jakarta post's representation of mr.terawan's performance as minister of health in dealing with covid-19 in indonesia can be seen in the result of data analysis. several previous types of research also used the critical discourse analysis (cda) approach and using discursive strategies for the analysis. purwanto (2017) conducted the research to see how the media social give the impact of written expression toward the people who read it. the data of his research were ridwan kamil’s media social, when ridwan kamil became mayor of bandung. the results of this research show that ridwan kamil used all discursive strategy in his status update. the result also shows ridwan kamil’s status update gives some aspects that effect readers. the analysis of two discursive strategies which is nomination and predication anggraeni, y., & amalia, r.m. (2020). the representation of health minister in handling covid-19 in indonesia: a critical discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 208-215. 210 strategies also used by kurniawan &utami (2017) to analyze the representation of jokowi’s figure as the governor of jakarta, the presidential candidate, and the president of indonesia in the jakarta post. the findings of the research found that jokowi has a support from the jakarta post for his performance as a leader which in line with the jakarta post values, but jokowi doesn’t have a support from the jakarta post on the kpk’s topic, as its conduct is seen to undermine the agenda of the jakarta post that promotes the anti-corruption movement. a discourse analysis is study that analyze language used in written or oral form. in sociology, discourse is relationship between context social and language used. according to brown & yule (2012), sociolinguistics, psycholinguistics, philosophical linguistics and computational linguistics can be described in discourse analysis. putri et al. (2017) also discuss that discourse is a place to express opinions and thoughts. discourse can also cover other studies, such as communication, information, politics, and literature. the fact that there is no such thing as neutrality in a text is also emphasized in critical discourse analysis (rahardi& amalia, 2019). discourse analysis has been seen as an alternative to other social activities, including advertisements, television, comedy, books, class problems, and even sexism (chaerani&junaidi, 2019). meanwhile, critical discourse analysis (cda) is different from discourse analysis. critical linguistic approach focus onthe analysis of language concerning ideology. the relations between discourse and power relations, ideologies, institutions, or social identities is the focus of the critical tradition of social analysis into language studies and contributes to critical social analysis that brought by critical discourse analysis (gee &handford, 2012).akinwotu (2014) stated that the position of cda is that a proper analysis of discourse should take into account not only the social function of language in society but also the context under which discourse was produced. there is difference between discourse analysis and critical discourse analysis. the difference isthe focus on both studies, the discourse analysis focuses on the message’s structure in communication or an investigationconcerning to various functions (pragmatics), but critical discourse analysis focus on process to explain a text as social reality and being reviewed by a person or a group of dominant tendency who has a specific purpose. historical, context, action, power, and ideologyare some characteristics of critical discourse analysis. however, discourse analysis and critical discourse analysis also have similarity, that is, the object under study is the language used in a written or oral text. in critical discourse analysis, there are five common features can be identified. they are; (1) the character of socialand cultural processes and structures is partly linguistic – discursive; (2) discourse is both constitutive and constituted; (3) language use should be empirically analysed within its social context; (4) discourse functions ideologically; (5) critical research (phillips & jorgensen, 2002). according to wodak& meyer (2009), discursive strategy means an elaborate and systematic way of using language to reach a particular social, political, psychological, or linguistic goal. nomination, predication, argumentation, perspectivation, and intensification are strategies in the discursive. power relations of the public figure have strong connections to the five discursive strategies. this study analyzes the nomination and predication strategies only. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 211 the nomination is the first discursive strategies. this is a strategy in using linguistic devices such as membership categorization devices such as deixis, anthroponym, and metonymic to refer to persons, things, places, or events (kurniawan &utami, 2017). the second strategy is predication. a strategy in attaching persons, animals, or objects with some qualities or characteristics is called a predication strategy. in this strategy, representing social actors can be analyzed as more or less positively or negatively (reisigl&wodak, 2001). as discussed by purwanto (2017), the third strategy is argumentation. this strategy aims to see which positive and negative attributions are justified. public opinion positively and negatively depends on the intention of the user. next, there is the perspectivation strategy which is expressing involvement positioning the speaker’s point of view. this strategy will help to separate and pick the correct stand for the real user, as the language itself can intensified and mitigated accordingly (renkema cited in purwanto, 2017). the research question in this study is, how is the representation of mr. terawan’s figure in handling the covid-19 case in the jakarta post? the news article about mr. terawan as health minister in handling the covid-19 case will be analyzed using discursive strategies (nomination and predication strategies). the data will be analyzed to find out mr. terawan’s positive or negative attributions.according to utama et al. (2020), news discourse does not only represent the reported event but it also contains a particular hidden ideology which is shared through language as its main instrument. thus, by seeing the representation of mr. terawan in the jakarta post, mr. terawan's performance as a health minister can be seen from the news made by the jakarta post. method this research applies descriptive qualitative research. the qualitative research will show the result in form of an explanation of words thatis supported by data. bogdan and taylor in moleong (2004) stated that the details investigated by the researchers in the descriptive qualitative analysis was in the form of oral or written words. this study is considered qualitative because it concerns non-numeric data and is descriptive since it intends to objectively explain the facts of the analysis based on the real facts of the analysis. critical discourse analysis (cda) is used as an approach for this research and discursive strategies theory is used to analyze the data. the document is used as an instrument in this research. documents consist of public and private documents collected by observational researchers on the web or research participants and can contain newspapers, minutes of sessions, personal journals, and letters.(creswell, 2012). the main source data of this research are news article in the jakarta post. in the first steps, the researchers try to select the news article about mr. terawan as health minister in handling the covid-19 case. the researchers found eight articles related to the issue in the jakarta post. thesearticles are published by the jakarta post around march to june 2020. second, the researchersanalyze the data usingthe discursive strategies theory by wodak& mayer (2001). the last, the researchers describe the result of the analysis. findings and discussion this study is focused on two discursive strategies, namely nomination and predication used by the jakarta post to represent health minister in handling the anggraeni, y., & amalia, r.m. (2020). the representation of health minister in handling covid-19 in indonesia: a critical discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 208-215. 212 covid-19 case in indonesia. based on the analysis, the researchers found that the nomination strategy used by the jakarta postis deixis, proper name, andanthroponyms. meanwhile, the predication strategy used by the jakarta postisan explicit predicate and adjective predicate strategies. two explicit predicates contain evaluative attributions of negative, but explicit predicates that contain evaluative attributions of positive were not found in this study. the adjective predicate strategy that contains evaluative attributions of negative used by the jakarta post in articles about mr. terawan in handing covid19 cases. the discussion of this study is divided into two-part, they are nomination strategy and predication strategy. nomination strategies the use of the nomination strategy shows how the jakarta post mention of mr. terawan in different things such as to show the center of the text or to describe and report mr. terawan's action regarding his job as health minister. according to the analysis of the articles in the jakarta post about mr. terawan in the covid-19 case, the first time facing covid-19 in indonesia, large-scale social restrictions (psbb) issue, and thenew normal issue, four nomination strategies are used by the jakarta post. they are deixis, proper names, professional anthroponym, and nouns. among all nomination strategies, the proper name becomes the most frequent nomination strategy used by the jakarta post. the analysis of nomination strategies is shown below. the jakarta post uses deixis to avoid repetition of the same proper name throughout the text. the deixis that used is ‘he’ and ‘his’. [1] terawan said he wanted people to wash after activities in public, including after picking up trash in public facilities. [2] health minister terawanagusputranto has been criticized for his lack of transparency and sluggish efforts to test for and trace the novel coronavirus disease (covid-19) while other countries have scrambled to improve public health measures to contain the global outbreak. the jakarta post only uses deixis ‘he’ and ‘his’ to refer mr. terawan. the jakarta post does not use deixis ‘we’ which indicating a collective sense of belonging between the jakarta post and mr. terawan or ‘they’ in the context ofcomparing ‘we’ and ’they’ showing exclusion, that means a position between the jakarta post and mr. terawan is close or distant (kurniawan and utami, 2017). the proper name is also used to refer to mr. terawan. the word terawan is employed to refer to the health minister to show to the readers which person becomes the center of the text. according to kurniawan &utami (2017), the use of the nomination strategy also indicates that the jakarta post tries to avoid ambiguity. the use of the proper name is shown in [3] and [4]. [3] in a ministerial decree issued on saturday, terawan detailed how offices and manufacturers should operate during the large-scale social restrictions (psbb). [4] "however, it's impossible to impose restrictions on workplaces forever. we should keep the wheels of our economy running," terawan said in a statement on the health ministry’s official website. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 213 the professional anthroponyms also applied by the jakarta post in purpose to describe and report mr. terawan’s action regarding his job as health minister. examples of the use of professional anthroponyms are shown below. [5] while declaring the country virus-free and asking people to keep praying, the minister did not carefully trace potential cases despite reports that certain foreign travelers who had transited in the country had later tested positive for the virus. [6] health ministerterawanagusputranto has issued new health protocols for workplaces to usher in the so-called “new normal” even as the number of confirmed covid-19 cases continues to rise. predication strategies according to the analysis of the articles in the jakarta post about mr. terawan, predications strategies can represent the jakarta post’s judgment on mr. terawan’s figure. the predications are used to see terawan’s roles as health minister in handling the covid-19 case. they are further classified based on positive and negative tendencies. the predications are classified into six predication strategies, namely explicit predicate, adjective, relative clause, infinitive phrase, prepositional phrase, and hyperbole (kurniawan &utami, 2017). the explicit predicate and adjective predicate strategies found in the jakarta post’s articles about mr. terawan in handling the covid-19 case. two explicit predicates contain evaluative attributions of negative, but explicit predicates that contain evaluative attributions of positive were not found in this study. the examples of the explicit predicate are shown in [7] and [8]. [7] health minister terawanagusputranto has been criticized for his lack of transparency and sluggish efforts to test for and trace the novel coronavirus disease (covid-19) while other countries have scrambled to improve public health measures to contain the global outbreak. [8] health minister terawanagusputranto has issued new health protocols for workplaces to usher in the so-called “new normal” even as the number of confirmed covid-19 cases continues to rise. the predicate ‘his lack of transparency and sluggish efforts’ in [7] projects the jakarta post’s belief that mr. terawan has performed badly as a health minister because of mr. terawan sluggish efforts in handling with covid-19 cases in indonesia. meanwhile, in [8],the jakarta post seems to doubt the new normal proclaimed by the health minister. two predicates above contain evaluative attributions of negative. there were no adjective predicate strategies that contain evaluative attributions of positively used by the jakarta post. there is one adjective predicate strategy that contains evaluative attributions of negative used by the jakarta post about mr. terawan in handing covid-19 cases. the adjective predicate strategies that contain evaluative attributions of negative are shown below. [9] while declaring the country virus-free and asking people to keep praying, the minister did not carefully tracepotential cases despite reports that certain foreign travelers who had transited in the country had later tested positive for the virus. anggraeni, y., & amalia, r.m. (2020). the representation of health minister in handling covid-19 in indonesia: a critical discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 208-215. 214 the negative representation shown in the articles due to the jakarta post gives the opinions and probability toward mr. terawan (utama & amalia, 2019). the predicate ‘did not carefully’ as opinion shows that the jakarta post sees mr. terawan as a careless person for not responding to reports about the development of the coronavirus that may be spread from tourists who come to indonesia. from the analysis above, the jakarta post gave a negative attribute to the performance of mr. terawan as a health minister in handling with covid-19 cases. conclusion based on the analysis of the articles in the jakarta post related to mr. terawan in handling the covid-19 case, four nomination strategies are found in this study. they are deixis, proper names, professional anthroponym, and nouns. the jakarta post uses deixis to avoid repetition of the same proper name throughout the text. the proper name uses to refer to the health minister to show the readers which person becomes the center of the text. meanwhile, the professional anthroponyms also applied by the jakarta post in purpose to describe and report mr. terawan’s action regarding his job as health minister. the explicit predicate and adjective predicate strategies are foundin the jakarta post’s article about mr.terawan in handling the covid-19 case. two explicit predicates contain evaluative attributions of negative and one adjective predicate strategies that contain evaluative attributions of negative. mr. terawan’s attributions of negative are; the jakarta post’s belief that mr. terawan has performed badly as a health minister because of mr. terawan sluggish efforts in handling with covid-19 cases in indonesia; the jakarta post seems to doubt the new normal proclaimed by the health minister, and the jakarta post sees mr. terawan as a careless person for not responding to reports about the development of the coronavirus that may be spread from tourists who come to indonesia. references akinwotu, s, a., (2014). a comparative study of the discursive strategies in the media interviews of participants in the january 2012 fuel subsidy removal crisis in nigeria. journal of arts and humanities, 3(7), 21. brown, g. & yule, g. 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(2009). critical discourse analysis: history, agenda, theory and methodology. in r. wodak & m. meyer (eds.), methods of critical discourse analysis. london: sage. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 199 virtual tourism exhibition activity in english for tourism class: students’ perspectives 1suprayogi*, 1budi eko pranoto 1 universitas teknokrat indonesia, indonesia *corresponding author: suprayogi@teknokrat.ac.id abstract as the need of the contextual learning for english for tourism class increases, the new teaching methods with integration of technology need to be further explored. recently, the common method used in the class usually focuses on monologue, lecture, video exploration and presentation, meanwhile, contextual simulation is rarely used and addressed. this study aims at observing the implementation of virtual tourism exhibition activity in english for tourism class from the students’ perspectives. qualitative descriptive study was employed by selecting 56 students of english literature major in t university as research subject. a questionnaire focusing on the area of learning objective, technology literacy and interaction was used to collect the necessary data. the result shows that virtual tourism exhibition has given them a learning alternative during covid-19 quarantine, some improvement in speaking has been made, and the degree of technology literacy to conduct virtual learning was found to be satisfying. however, students still prefer having face-to-face activity to virtual meeting. further, the interaction between students and lecturer is still covered despite of limited time and unstable internet connection. this study suggests that the analysis from the teacher perspective and quantitative calculation on students’ performance in exhibition simulation should be further explored. keywords: english for tourism; project based learning; speaking; tourism exhibition; virtual learning abstrak seiring dengan semakin meningkatnya kebutuhan pembelajaran kontekstual di mata kuliah bahasa inggris kepariwisataan di tingkat universitas, maka metode pembelajaran baru yang mengintegrasikan teknologi masih perlu dikembangkan lebih lanjut. selama ini, metode pembelajaran yang dipakai pada kelas ini masih berfokus pada monolog, eksplorasi video dan presentasi, sementara itu pembelajran berbasis simulasi secara kontekstual jarang sekali mendapat perhatian. penelitian ini sendiri mengkaji penerapan kegiatan pameran pariwisata berbasis virtual di dalam kelas bahasa inggris kepariwisataan dalam penelitian ini dilihat dari respon mahasiswa yang mengikuti kegiatan tersebut. selanjutnya, penelitian ini sendiri merupakan penelitian kualitatif yang melibatkan sekitar 50 mahasiswa program studi sastra inggris di universitas t. kemudian, data diambil melalui kuesioner yang berfokus pada pendapat mahasiswa mengenai capaian pembelajaran, interaksi teknologi dan interaksi dalam pembelajaran. hasil penelitian menunjukkan bahwa kegiatan pameran pariwisata virtual dapat menjadi alternatif selama covid-19. mahasiswa mengalami peningkatan di beberapa aspek dan literasi teknologi mahasiswa untuk melaksanakan pembelajaran virtual berada pada tingkat yang memuaskan. namun demikian, mahasiswa masih memilih pembelajaran tatap muka dibandingkan dengan pembelajaran virtual. interaksi dosen dan mahasiswa masih dapat dilaksanakan meskipun internet tidak stabil dan waktu pembelajaran yang singkat. penelitian selanjutnya diharapkan dapat melihat penerapan pameran pariwisata ini dari perspektif pengajar dan dari efektifitas yang diukur secara kuantitatif. mailto:suprayogi@teknokrat.ac.id suprayogi, & pranoto, b.e. (2020). virtual tourism exhibition activity in english for tourism class: students’ perspectives. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 199-207. 200 kata kunci: bahasa inggris kepariwisataan; pameran pariwisata virtual; pandangan mahasiswa; pembelajaran di masa covid-19; pembelajaran virtual introduction the role of english for global communication is more highlighted in the era of industrial revolution 4.0 as english is not only functioned as language for technology but also as language for cross-cultural communication. even now, english is seen as a global commodity for its global influence of the speakers (bouton, 2017). therefore, english is seen an asset both for the learners and the teachers (suprayogi & pranoto, 2020) that should be mastered for education purposes as well as for cross border trip such as business and tourism. in indonesian context, by the development of tourism sector, the role of english gains higher attention. english is one of the skills that should be further developed to advance the tourism in indonesia (international labour organization, 2009). therefore, the development of tourism in indonesia should be followed by the development of tourism competences, one of which is english for the tourism practitioners. many english literature major graduates in indonesia work in tourism sector as they do not only study the literature competences but also english for specific purposes (esp) competences, especially english for tourism. esp is learning english as the second language so that the learners can master specific field depending on the needs of the learner (hutchinson & waters, 1987). what makes it different from general english is that esp highlights the variety of materials (pranoto & suprayogi, 2020). the contribution of english literature graduate is seen as a response of high demand of tourism practitioner that should be able to speak english. commonly, english for tourism covers the conversation in hotel, tour, and exhibition setting and the presentation on tourism events and potentials. in the context english literature of t university (initial name), english for tourism is a compulsory subject taught in the second semester where it is expected that the students are exposed to many setting on tourism conversation as needed in the future job. however, based on the preliminary observation of english for tourism in the academic year of 2018/2019 by the researcher, it is found that the learning process still concerns on group presentation on the description of tourism events and activities. the researcher believes that the ideal learning process in this class should also focuses on contextual teaching and learning (ctl), that is the concept helping the teacher to connect learning material and the real world (sears, 2003). therefore, the teaching method should always be further explored to meet this need. one of the authentic tourism activities possible to be adapted in the course of english for tourism is tourism exhibition simulation. in the exhibition, there are text info, narration, and interactivity (ahlamo, 2013). in international tourism exhibition, there are significant interaction between exhibitor and visitor using english where the exhibitor should explain tourism information confidently and attractively. in practical context, tourism exhibition is held to increase tourism branding and selling. it also connects the tourism industry and the potential target market (yego, 2015). in other words, exhibition provides multiple opportunities for learning english contextually. for the past few years, researches on english for tourism (et) as esp have been conducted. the research from (sari, 2016) focuses on et material development celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 201 based on local content meanwhile (puspitasari, 2018) developed the content of et based on stakeholders’ need. in terms of method for teaching et, olivia & pakpahan (2018) haved used monologue in teaching meanwhile marzá (2014) employed corpusbased approach to teaching et. the scope of investigation of these research mainly focuses on content design and method; however, rarely investigate the teaching methods fitting the current contextual need and technological trend such as the use of synchronous learning or video conference. during covid-19 pandemic, offline learning process is not possible to be conducted as instructed by ministry of national education. moreover, tourism exhibition simulation activity requires crowd to build the learning ambience, therefore, it is worrying that it can spread the virus. as the alternative, online tourism exhibition simulation activity is proposed. this study focuses at revealing the students’ voice on the implementation of virtual tourism exhibition activity in english for tourism courses in an indonesian tertiary education. this study answers the research question “how are students’ the perception towards tourism exhibition activity in english for tourism class?”. furthermore, this study fills the gap of previous studies in english for tourism, which mostly focused on method this study employs qualitative descriptive methods. this method highlights diverse points of view of analysis, and also concerns on inductive and deductive processes (creswell, 2014). this method is selected to explore the oral and written data that describe the research object. the subject of this study is 56 students of english literature study program batch 2019 of t university. these students enrolled in english for tourism or interactional conversation course. tourism exhibition activity is conducted in the week 15 as an integrated review activity of cuisine, art, tourism event, tour guide topic. the exhibition is conducted virtually using zoom or whatsapp depending on the feature that fit students condition during covid-19 study from home activity. as successful projects require both in-class and out-of-class preparation (burston, 2005) they were given one week to prepare the materials and rehearse the exhibition. data were collected through google form online questionnaire addressing the students’ voice after completing the activity of tourism exhibition. the questionnaire consisting of 15 item where positive and negative statements are distributed evenly. the statements contain the idea usefulness, practicality, technology adaptation, interaction and impact of news voice over activity which should be responded by the students using likert scale of strongly agree, agree, disagree, and strongly disagree. the questionnaire was distributed in the meeting 16. the responses were then analyzed to see whether students have good perspective or not toward the activity of news voice over. riduwan’s (2008 in mulya sari, 2018) interpretation on likert scale’s result was adopted stating that the result is considered very significant when reaching 81-100%, significant if in the range of 61-80%, insignificant if in the range of in 4160%, and very insignificant if in the range of 0-20%. suprayogi, & pranoto, b.e. (2020). virtual tourism exhibition activity in english for tourism class: students’ perspectives. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 199-207. 202 findings this study focuses on the implementation of tourism exhibition activity from the voice of students. the finding of this study is integrated with discussion and presented in three sub discussions, which are achieving learning objective, technology literacy and interaction. the tables below apply term sa to indicate strongly agree, a = agree, d = disagree, and sd = strongly disagree. to see whether virtual tourism exhibition is a good method to use in english for tourism course, it is important to see the concept of ideal learning from the perspective of the students. then, the outcomes are further revealed. the following summary is presented to answer these two concerns. table 1. students’ voice on ideal learning and the outcomes of tourism exhibition statement sa a d sd in learning transactional conversation (english for tourism), it is important to know about contextual vocabulary and phrases 41.1% 58.9% 0% 0% i prefer two ways communication (question and answer) in practicing english for tourism 21.4% 75% 3.6% 0% i love doing role play of becoming exhibitor rather than doing in class slide presentation 16.1% 67.8% 16.1% 0% the atmosphere and ornament of exhibition that i made and decorate doesn't affect me to feel the real experience of becoming the exhibitor/tour guide 16.1% 44.6% 39.3% 0% i think in this exhibition activity, my english fluency has not improved 5.4% 46.4% 46.4% 1.8% i don't see my improvement on mastery on region's tourism potential in this exhibition project. 3.6% 26.8% 67.8% 1.8% due to covid 19 pandemic, there are several adjustments made to complete the course of english for tourism. in the previous year, students of english literature study program of universitas teknokrat indonesia are exposed to face to face group exhibition, meawhile for 2019/2020 academic year, the exhibition is conducted offline and individually through video conference platform. therefore, the students’ voice maybe different. table 2. students’ voice on technology adaptation statement sa a d sd i think it is more convenient to conduct exhibition virtually compared to offline exhibition 3.6% 51.8% 41.1% 3.6% selected video conference platform offered by my lecturer (some class use zoom, some class use whatsapp) in the last exhibition fit my internet quality 8.9% 80.4% 8.9% 1.8% i found difficulties in setting the booth, recording and video conference well 7.1% 60.7% 32.1% 0% if in the future i have typical task in having virtual exhibition, i cannot handle it myself 3.6% 28.6% 67.9% 0% during the virtual class or remote learning for the topic of exhibition, the coordination is all conducted via zoom and whatsapp. interaction aspect in the process celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 203 of virtual tourism exhibition becomes an important point to discuss. the following table reflects the result of students’ voice in the aspect of interaction. table 3. students’ voice on interaction statement sa a d sd i don't have good interaction between the lecturer and i to get the feedback 3.6% 25% 66.1% 5.4% i can deliver question and ask for feedback to my classmate 14.3% 80.4% 5.4% 0% the exhibition booth of my friends seen in video conference doesn't inspire me to improve my booth 1.8% 32.1% 62.5% 3.6% by having q and a using video conference, i see my confidence improved 8.9% 87.5% 3.6% 0% discussion on ideal learning and tourism exhibition learning outcome the table 1 shows that there are 41.1% students strongly agree and 58.9% agree that “it is important to know contextual vocabulary and phrases in english for tourism class”. this means that all students have strong foundation of the language aspect the students need to master. contextual vocabulary and phrases are important as the materials of english for tourism are really specific. limitation of vocabulary especially in second language will impede successful communication (alqahtani, 2015). furthermore, students also prefer two way communications during the class session (21.4% strongly agree, 75% agree). students already aware that two-way communication practice expose them to various feedbacks, context, and language feature exchanged from lecturer and students. students could also get chances to ask question which results in the improvement of their class participation (rido, 2019). this further eases them to meet different kinds of situation and client in their future job. when it comes to student-centered activity and two ways communication activity, role play is more preferred than presentation, with 16.1% strongly agree and 67.9% agree most of them considered that role play activity a fun learning process because they are placed in various settings are trained to solve certain cases. in nature, role play for college students is suitable as it gives indirect experience, and encourages them to interact and directly practice their english (krebt, 2017). in addition, role play activity enables them to experience world of customer relation and tour guiding. on the other hand, class presentation for them is considered formal and has less intensity to interact, which is only in question and answer session. these creative activities initiated by the lecturers is the spirit of esp, in which according to masyhud (2018) the teacher should provide variety of interesting materials in a conducive learning atmosphere. in the exhibition, students were asked to create tourism booth by themselves and for themselves using the properties they can find around. they were given opportunity to explore and design booth at home expecting that they can feel the real exhibition. however, the questionnaire result shows that 16.1% of them strongly agree and 44.6% agree that the atmosphere and ornament of exhibition that they made and decorate doesn't affect them to feel the real experience of becoming the exhibitor/tour guide, meanwhile 39.3% disagree. these data can be interpreted in several ways. first, the decoration of the virtual exhibition doesn’t resemble the real or offline exhibition. in this context, we don’t push them to spend much budget to decorate, rather they can suprayogi, & pranoto, b.e. (2020). virtual tourism exhibition activity in english for tourism class: students’ perspectives. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 199-207. 204 create using used property. second, the exhibition is conducted online, so in students’ place, only student him/herself. it probably makes them lost the ambiance and difficult to see the decoration of their peer. in term of students’ fluency improvement, the result is intriguing in which there is a trend of almost balance answer from the students. there are 51.8% students stated that their fluency has improved meanwhile 48.2% stated has not. those who feel improved are probably because they can maximize the rehearsal and preparation team, which is one week. they may feel easier to speak because the picture, ornament, and small information paper are there used to connect one idea to another. for those who feel not improved, the students may still have not not enough preparation with a new area to be explored as a content. it is because from one student to another, they have different time preparation. however, the mastery on tourism potential contents is significant for the students. it is stated that 69.7% feel that they are improved in terms of the mastery on region's tourism potential in this exhibition project. the students are required to collect and deliver information as tourism exhibitor about the basic description and uniqueness of the tourism aspect. on technology adaptation during remote learning table 2 shows that more than half of the students (55.4%) prefer offline exhibition to virtual exhibition. in the offline exhibition, they are expected to meet lots of guest from lecturers, other students as well as visitors from public, so they may feel the exhibition livelier; however, in virtual exhibition they only communicate with classmates with limited time. furthermore, in the implementation of tourism exhibition, students are given the choice of which platform can accommodate their needs according to internet signal coverage. some of them use whatsapp video call, especially those who live far away from bandarlampung city, and others use zoom. the result shows that 8.9% strongly agree and 80.4% agree that the platform they chose fit their internet quality. it is important to know students’ internet capacity and outreach before implementing internet based activity. furthermore, in the context of rural area, not many students can afford good internet signal where some of them should go to nearest internet provider tower, electricity, or higher land. the reflection of students’ choice in this research shows win-win solution from the side of lecturer as well as students to reach learning objective. in terms of students’ ability to set up the booth, record the video and connect the video to other participant are also concerned. there are 67.8% of the students didn’t find difficulty to make it, meanwhile 32.2% did. in addition, in terms of their individual skills, 67.9% are able to do the same thing in the future. it means that the students already have to use technology in their learning, especially video conference and recording feature. in other class, these students use learning management system (lms) in their campus and usually ask to have recorded presentation. outside the class, they are active in social media and other internet platform. however, the rest of the students (32.1%) are those who face the challenges in setting up the video for the conference. in this research context, some of the students are in remote areas and are not equipped with laptop. therefore, the conference setting was hindered. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 205 on classroom interaction the tourism exhibition in this context consists of three main activities namely preparation, exhibition and evaluation. in the preparation stage, students were having rehearsal of exhibition where they prepare the booth and the content as well. video conference enable lecturer and students establish interaction during the process. there are 70.5% students who feel that they have a good interaction with the lecturer and they get feedback too. it can be inferred that the interaction ran well in the learning process and they have received feedback from the performance preparation. it is in the same vein, (klimova, 2015) believes that feedback can make the students aware of their strength and weaknesses, and motivated to improve their performance. interaction among students in this research is perceived positively. they feel that they were given chances to discuss and comment on their classmate’s exhibition and speaking performance. this peer feedback is proven effective in speaking class (wenny j & fajar, 2019) and provides meaningful learning opportunity and complements teacher’s feedback as stated by saito (2013). one of the feedback content is students’ language error. when students perform language error, it can be cultivated further by the teacher to find out anticipated teaching strategies (puspita, 2019) and also can be the peer example for other students. this is in line with the result of next concern that having question and answer session in the preparation process help them to improve their confidence. it can be interpreted in several ways. having good interaction in terms of giving-receiving feedback and asking question possibly making them motivated to speak up because they finally know what areas they need to improve; therefore, they feel confidence in the delivery. conclusion students see tourism exhibition activity as an interesting and useful activity for them in english for tourism class as it provides room for practicing exploring real life context. it also enables the students to have interaction from the preparation until the simulation day. however, it should be highlighted that for the students, tourism exhibition activity improves their confidence in role-playing and understanding on the material, but it does not make them more fluent in delivery. furthermore, when conducted online, students feel that they are independent and literate enough to use video conference application. however, they partially lost the exhibition ambience making half of them still prefer offline exhibition. further research could investigate how the english vocabulary of tourism is learned and used during the exhibition acknowledgment the research is fully supported by ministry of research and technology/ national research and innovation board republic of indonesia under penelitian dosen pemula scheme 2020. references ahlamo, e. 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(2013). the value of peer feedback in english discussion classes. in n. sonda & a. krause (eds.), jalt 2012 conference proceedings (pp. 430–438). celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 207 retrieved from https://jalt-publications.org/files/pdf-article/jalt2012-045.pdf sari, r. a. (2016). teaching english for tourism in bali based on local culture : what do students need ? the 4th international seminar on english language & teaching (iselt), 221–229. retrieved from http://ejournal.unp.ac.id/index.php/selt/issue/view/754 sears, s. (2003). introduction to contextual teaching and learning (d. r. walling, ed.). indiana: phi delta kappa. suprayogi, s., & pranoto, b. e. (2020). students’ perspectives toward news voiceover activity in pronunciation class. proceedings of the twelfth conference on applied linguistics (conaplin 2019), 430, 203–206. https://doi.org/10.2991/assehr.k.200406.041 wenny j, s., & fajar, r. (2019). the effect of peer assessment towards students’ speaking skill at semester ii of stie muhammadiyah jambi 2018-2019. celtic: a journal of culture, english language teaching, literature and linguistics, 6(2), 26. https://doi.org/10.22219/celtic.v6i2.9886 yego, s. j. (2015). the role of conferences , meetings and exhibitions in promoting international business in the ministry of east africa affairs commerce and tourism in kenya. retrieved from http://erepository.uonbi.ac.ke/bitstream/handle/11295/93209/yego_the role of conferences, meetings and exhibitions in promoting international business in the ministry of east africa affairs commerce and tourism in kenya.pdf?isallowed=y&sequence=1 acknowledgment celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 163 improving students’ speaking ability through debate technique 1reni rosianna lumbangaol*, 1muhammad rizki mazali 1universitas potensi utama medan, indonesia *corresponding author: reni.inparsaka@gmail.com abstract lecturers can use many strategies to improve speaking ability. speaking abilities include making questions, providing explanations, and also being able to provide answers. this study aimed to determine how debate techniques can improve students' speaking ability to make questions, give explanations, and give responses. the current study applied the classroom action research method and consisted of 3 cycles. two batches of english education college students of 2019/2020 at universitas potensi utama, totaling 60 students, were involved as the study subjects. an observation checklist and field notes were used to collect the data. the researchers observed students' activity in the classroom by using an observation checklist and fieldnotes. the researchers summarized the problem during the debating process. based on the research findings, the debate technique applied by the research subjects reflects the improvement in the students' speaking ability. based on the observations' results, it can be seen that the students' speaking ability in making questions and providing explanations and answers improved. the students' activities in the class when arguing in the first cycle were 42.83%, 59.17% in the second cycle, and 85.17% in the final one. it shows that the debate technique has improved the students' speaking ability to make questions and provide explanations. keywords: classroom action research; college students; debate technique; speaking skill abstrak dosen menggunakan banyak upaya dalam meningkatkan kemampuan berbicara. kemampuan berbicara meliputi kemampuan dalam membuat pertanyaan, memberikan penjelasan, dan juga mampu memberikan jawaban dengan tepat. penelitian ini bertujuan untuk mengetahui bagaimana teknik debat dapat meningkatkan kemampuan berbicara mahasiswa dalam membuat pertanyaan, memberikan penjelasan, dan juga jawaban dengan tepat. penelitian ini menggunakan metode penelitian tindakan kelas yang terdiri dari 3 (tiga) siklus. mahasiswa pendidikan bahasa inggris 2 (dua) angkatan 2019/2020 di universitas potensi utama yang berjumlah 60 mahasiswa dilibatkan sebagai subjek dalam penelitian ini. dalam penelitian ini, peneliti mengumpulkan data dengan menggunakan observation checklist dan catatan lapang. peneliti mengamati aktivitas siswa di dalam kelas dengan menggunakan observation checklist dan catatan lapang, peneliti merangkum masalah yang terjadi selama proses debat. berdasarkan hasil penelitian yang telah dilakukan, teknik debat yang diterapkan pada subjek penelitian mencerminkan peningkatan kemampuan berbicara mahasiswa. berdasarkan hasil observasi dengan menggunakan observation checklist dan lembar catatan lapang terlihat bahwa kemampuan berbicara mahasiswa dalam membuat pertanyaan dan memberikan penjelasan dan jawaban telah meningkat. persentase keaktifan siswa di kelas saat berdebat pada siklus pertama adalah 42,83%, 59,17% untuk siklus kedua, dan 85,17% untuk yang terakhir. hal tersebut menunjukkan bahwa teknik debat dapat meningkatkan kemampuan berbicara siswa dalam membuat soal dan memberikan penjelasan. lumbangaol, r. r. & mazali, m. r. (2020). improving students’ speaking ability through debate technique. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 163-172. 164 kata kunci: keterampilan berbicara; mahasiswa; penelitian tindakan kelas; teknik debat introduction speaking is a speech production that is part of our daily activities (thornburry, 2005). the speaking skills can help students communicate their opinions, feelings, and expressions without being restricted in languages, cultures, and countries. mastering speaking skills are essential because people can start conversing with other people, delivering ideas, and exchanging information with others. people will be able to express feelings, convey meaning, give opinions, etc. the failure or success of learning english depends on students' ability and readiness to participate in learning activities, influenced by their attitudes and interests towards english. the attitudes and interests of students can be created. they can be developed with the lecturer's innovations to attract attention and foster students' interest and motivation to learn. ghazali (2013) explains that implementing "real communication" in the classroom can be determined by factors such as lesson objectives, students' skill levels, and types of role-playing activities, paired interviews, surveys/polls, or problem-solving situations. based on the researchers’ observations, students cannot give opinions and respond to their friends' opinions in english. they cannot express their opinions to respond to other opinions, whether they agree or disagree with their friends’ opinions. they were relatively silent when the lecturer asked them. it showed that they were passive, especially if the lecturer asks their opinions. they are afraid to express their opinions and respond because they do not know how to express their opinions or arguments in english. the students are fearful of making mistakes. therefore, by applying debate as a teaching technique, it is hoped that students can give opinions and respond to other people's opinions appropriately. one learning model that is expected to increase motivation and learning outcomes is to use the debate method. the debate method is one of the essential learning methods to improve english speaking skills. the debate is an activity to argue between two or more parties, both individually or in groups, discussing and deciding problems and differences (mulyani, 2018). debate provides an opportunity to develop students' speaking skills. the debate can be a useful pedagogical technique because students are actively involved and responsible in the debate's learning process. by debating, students become more active in speaking and expressing their opinions or responses. the more students can express their opinions, the more likely they are to improve their speaking skills. the process of conveying ideas or opinions that occur to two or more opposing parties and trying to defend their thoughts or opinions is called debate. the debate is usually used in an efl classroom to get students to practice their speaking english skills. here, the debate parts are as follows: 1. motion is the debate topic. 2. definition can be done in two ways; word by word definition or the global definition; 3. theme line is the fundamental reason that answers the big question of why one side supports or opposes a motion; 4. argument is a tool used by groups to defend their opinions or to oppose others’ ideas; celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 165 5. rebuttal: there are two kinds of refutation. global rebuttal: this is an attack on the opposing case's main core, the theme line. as a result, their case collapsed. detailed rebuttal: this is an attack on every argument or example; 6. sum-up/closing is simply concluding what has been through. the debate will help students be more courageous in sharing ideas and develop their oral english skills. through debate, students are expected to be more confident in conveying their views on various matters (pradana, 2017). he added that a debatable topic could be a factor to motivate them to speak. debating can also develop some other skills to help students communicate effectively in english or whatever language the student speaks. in applying the debate method, several steps need to be considered, including: 1. the lecturer divides students into two groups of debate participants, one pro and the other contra, 2. the lecturer gives the assignment to read material that will be debated by the two groups, 3. the lecturer appoints one pro member to speak at the time, then the counter group responds. and so on until some students can express their opinions. while students convey their ideas, the lecturer writes ideas from each conversation until they get the expected number of ideas, 4. the lecturer adds concepts or ideas that have not been revealed, 5. from the data disclosed, the lecturer invites students to make conclusions or summaries that refer to the topics to be achieved, 6. the lecturer guides students to make conclusions according to the material discussed. debating is practiced in two groups (pros and cons) consisting of five students in each group. that way, students can convey opinions or ideas that are in their minds. it can help students improve their speaking skills by encouraging them. iman (2017) claimed that debate could also significantly improve students’ critical thinking and speaking skills. the previous study investigating the implementation of project-based learning (pbl) can improve students’ speaking skills. by using pbl, students become more active and innovative in doing assignments and attending classes. the pbl approach is highly recommended in the speaking class as an alternative way to improve students' speaking competence (mafruudloh & fitriati, 2020). junaida and prastiyowati (2018), in their research, revealed the results of car to prove that l1/l2 based strategies can improve speaking skills at class x students of computer and network engineering class c smkn 4 malang. furthermore, usman (2015) stated that the think-pair-share strategy was effectively applied to improve students' speaking ability. aristy, hadiansyah, and apsari (2019) revealed that the three-step interview technique increases students' speaking interest. the three-step interview technique can improve speaking skills in the classroom for the better. fauzan (2014) found out that improvisation techniques can improve speaking skills among efl students. speaking abilities are essential skills to produce the flow of articulation sound systems to convey the wants, needs, feelings, and desires to others (iskandarwarsid, 2008). lecturers have a significant role in motivating students to speak. a debate in the speaking session aims to improve students' critical thinking and communication skills. in debate activities, students have more opportunities to practice speaking. iriantara and lumbangaol, r. r. & mazali, m. r. (2020). improving students’ speaking ability through debate technique. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 163-172. 166 syaripuddin (2013) argue that someone who can speak will be more comfortable to convey ideas or ideas to others, the success of using the idea so that it can be accepted by people who listen or are invited to talk. conversely, someone who cannot speak will have difficulty in conveying ideas to others. debates can force students to think about different sides of a problem and force students to interact with the details of a particular topic and with the details of a specific topic to one another (krieger, 2005). regarding the facts above, there would be a tool to implement a new appropriate strategy to improve the students’ speaking ability. the debate is a method to persuade the audience to become more interactive during the teaching-learning process. it engages students in a variety of meaningful listening and speaking. this study answered whether there is a significant difference in speaking ability between students before and after experiencing debate techniques? this study aims to find answers to the problems formulated. therefore, this study is to determine whether or not there is a significant difference in speaking ability between students before and after experiencing debate techniques. method respondents the current study's participants were 24 female students and 36 male students of 2 (two) batches of english education college students of 2019/2020 academic year at universitas potensi utama selected purposely due to the difference in the speaking ability. instruments there are two instruments used to collect data, namely observation sheets and field notes. the pre-test and post-test were applied to collect data. procedures this research is using classroom action research (car). kunandar (2011) said that classroom action research (car) is a study that aims to improve the quality of every lesson in class. this classroom action research can also bridge the gap between educational theory and practice. there are four stages of classroom action research: planning, acting, observing, and reflecting. data analysis the data analysis technique comes from the interpretation of data collection. in the data analysis, the researcher obtained data from the observation checklist and field notes about students’ activities in class, observations of the teaching and learning process, and students’ activities in the debate. in processing the data, researchers used descriptive analysis to explain the achievement of indicators in each cycle and describe the success of the teaching and learning process using debate in improving speaking skills. in the observation checklist, ten aspects should be considered. these ten aspects are indicators of whether or not students take each step of the debate. the success indicators of this car project can be seen from the increase in the score of students being able to pay attention to researchers 'explanations, obey researchers' instructions, celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 167 provide opinions with expressions and hand gestures, provide clear opinions and appropriate statements, respond to other people's opinions and questions, and defend their opinions. these indicators will be assessed from the deficient category, which will be given a score of 1, low which will be given a score of 2, medium which will be given a score of 3, high which will be given a score of 4, and very high which will be given a score of 5 in the observation checklist. field notes will be analyzed descriptively. table 1. students' observation checklist no activities amount valuation total of subjects 1 2 3 4 5 score 1 students pay attention to the researchers’ explanation. 2 students follow the researchers’ instructions. 3 students give opinions using expression and hand gestures. 4 students give opinions with clarity and appropriate statement. 5 students respond to another opinion and question. 6 students are eager to defend one's opinions. 7 students’ grammar and vocabulary in debating 8 students have minimal reliance on the note. 9 students’ activeness in debating. 10 students can summarize the result of the debate. total adapted from rubiati, r (2010) score = × 100 table 2. description of checklist valuation valuation categories rating 1 very poor 0-30 2 poor 31-50 3 enough 51-75 4 good 76-85 5 very good 86-100 findings in this section, the researchers describe and discuss the research results. research findings are based on observation checklists and fieldnotes. the researchers describe the implementation of each stage of observation by applying classroom action research. this classroom action research is divided into three cycles. the results of three cycles can be explained as follows: lumbangaol, r. r. & mazali, m. r. (2020). improving students’ speaking ability through debate technique. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 163-172. 168 the first cycle table 3. students' observation checklist in the first cycle no activities n valuation total 1 2 3 4 5 score 1 students pay attention to researchers’ explanation 60 8 36 14 2 0 130 2 students obey to researchers’ instruction 60 0 24 35 1 0 157 3 students give opinion by using expression & hand gestures 60 18 22 17 3 0 125 4 students give opinion with clarity and appropriate statement 60 14 24 20 2 0 130 5 students respond to another opinion & question 60 13 25 21 1 0 130 6 students are eager to defend one's opinion 60 5 27 25 3 0 146 7 students’ grammar and vocabulary in debating 60 19 12 27 2 0 132 8 students have minimal reliance on note 60 28 16 13 3 0 111 9 students’ activeness in debating 60 18 31 9 2 0 115 10 students are able to summarize the result of debate 60 29 14 16 1 0 109 total 1285 the score of the observation as follows: score = × 100 = 42.83% based on the observation list table above, it can be seen that 42.83% of the students' scores are involved and active in the debate. in the first cycle, the researchers observe students' activity in class while arguing. based on the results of observations, most students paid attention to the researchers' explanation. some students also join the class with enthusiasm. the second cycle table 4. students' observation checklist in the second cycle no activities n valuation total 1 2 3 4 5 score 1 students pay attention to researchers’ explanation 60 2 12 35 8 3 178 2 students obey to researchers’ instruction 60 0 7 23 24 6 209 3 students give opinion by using expression & hand gestures 60 4 17 20 18 1 175 4 students give opinion with clarity and appropriate statement 60 0 14 37 7 2 177 5 students respond to another opinion & question 60 5 12 29 13 1 173 6 students are eager to defend one's opinion 60 0 23 30 5 2 166 7 students’ grammar and vocabulary in debating 60 3 13 31 10 3 177 8 students have minimal reliance on note 60 2 19 17 18 4 183 9 students’ activeness in debating 60 5 21 22 8 4 165 10 students are able to summarize the result of debate 60 1 19 29 9 2 172 total 1775 the score of the observation as follows: score = × 100 = 59.17% celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 169 based on the observation checklist table above, it can be seen that there is an improvement in students' scores to pay attention and be enthusiastic about attending class. the teaching and learning process run well, and the students’ activities in the debate were better than in the first cycle. the third cycle table 5. students' observation checklist in the third cycle no activities n valuation total 1 2 3 4 5 score 1 students pay attention to researchers’ explanation 60 0 0 16 18 26 250 2 students obey to researchers’ instruction 60 0 0 15 26 19 244 3 students give opinion by using expression & hand gestures 60 0 0 8 27 25 257 4 students give opinion with clarity and appropriate statement 60 0 0 14 20 26 252 5 students respond to another opinion & question 60 0 0 17 19 24 247 6 students are eager to defend one's opinion 60 0 0 6 16 38 272 7 students’ grammar and vocabulary in debating 60 0 0 9 18 33 264 8 students have minimal reliance on note 60 0 0 13 25 22 249 9 students’ activeness in debating 60 0 0 9 26 25 256 10 students are able to summarize the result of debate 60 0 0 11 14 35 264 total 2555 the score of the observation as follows: score = × 100 = 85.17% based on the third cycle observations, it can be concluded that the third cycle is the best compared to the other cycles. the majority of students are eager to defend one’s opinion. they can summarize the result of the debate and paid attention to the researchers' explanation. the majority of students were enthusiastic about joining classes. all activities in the third cycle ran well and were reflected in their responses. the teaching and learning process runs well, and the students' speaking ability also shows an improvement. most students can give opinions with good expressions. they can also respond to other groups' opinions spontaneously. they give their opinions when the debate (pros and cons) begins. some students have minimal reliance on notes when giving and responding to the opinions of others. some students can also respond to opinions clearly and accordingly—the students' activeness in arguing increases. students actively provide opinions and respond to other opinions. based on this research, the researcher found that all the indicators used as material for this study's observations had increased. it can be concluded that the debate technique can improve students' speaking ability once the last cycle was completed. lumbangaol, r. r. & mazali, m. r. (2020). improving students’ speaking ability through debate technique. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 163-172. 170 discussion from the research findings, it can be seen that the students' speaking ability had improved from cycle to cycle. from one cycle to another, it takes two weeks of learning to debate. the third cycle is the best. students improve their speaking skills after being taught through debating techniques, which are applied for three cycles. because on the third cycle of the debate, the whole meeting runs well. the students become more active and feel enthusiastic about giving their opinions and defending them. there is a significant improvement from cycle i to cycle iii. these research findings are in line with the statement that debate is an appropriate technique to improve students’ speaking skills (arung, 2016). in conducting research, fauzan (2016) said that debate improves the students’ speaking score and increases the classroom atmosphere of teaching speaking. the first cycle shows the percentage of students' assessment in the debate is 42.83%. the lecturers apply debate techniques in teaching speaking. many students enthusiastically attended classes, but some students did not pay attention and did not obey the given instructions. many students were still confused about debating techniques because they had never practiced debating. researchers found that many students were still confused about the debate procedure and their grammar and vocabulary were still low. researchers also found that many students were still unable to give opinions by using expressions and hand movements well and were less able to respond to peers’ opinions. many students were unable to provide and respond to opinions accurately and used statements accordingly. the students felt shy and afraid of making mistakes. many students still looked at notes or leaflets and found it challenging to summarize the debate. in the second cycle, the percentage of students' activity is 59.17%. it shows the teaching-learning process is better than before. students can give their opinions and respond well to other opinions during the debate. they can use their expressions and hand movements to respond well and defend opinions. in this cycle, the students are more confident than before. they do not look as nervous or ashamed as in the first cycle but still cannot use the right and proper hand movements to respond to and defend opinions. however, some students still have bad grammar and vocabulary during the debate. in the third cycle, the percentage of students' activity is 85.17%. this result shows that the teaching-learning process is the best of the other cycles. students become more confident to give their opinions during the debate. they use expressions and hand movements to give an accurate opinion, and they can respond to other opinions and defend their opinions appropriately. they do not see their notes to help them speak. the debate technique cannot solve all students' problems in speaking. still, through the debate technique, students become less afraid and more confident to express their opinions and improve their speaking performances. by applying this technique in the classroom, students who are usually passive learners during the teaching and learning process become active learners because they want to talk and argue with other students to defend their opinions. through debate, students are enthusiastic about speaking in class because they want to show their ability to speak and debate. students are encouraged to communicate during the debate, such as defending arguments and giving their opinions to their friends. they can also summarize the conclusions of the celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 171 debate and to respond to other opinions. this study is in line with baso (2016). there is a significant difference between students' speaking abilities before and after using debate techniques in the speaking process's accuracy. the description above shows that the debate technique can improve students' speaking ability, especially on the ten indicators. the results of this study indicate that debate can significantly enhance speaking skills. conclusion based on the research findings, it can be concluded that students' speaking ability at semester iii english education college students of 2019/2020, universitas potensi utama, which consists of 60 students, was improved through the debate technique. the speaking ability of students in giving opinions was improved through debate techniques. in addition, the students' speaking ability in responding to other people's opinions improved significantly through the debating technique. this debate can positively attract almost all students to become active speakers in the classroom's teaching and learning process. next, the grammar skill and vocabulary mastery of students have increased incisively during the period of debating. finally, the role of the debate technique will be shared widely with lecturers on campus to improve students' speaking ability. usually, debates are exciting to carry out in improving speaking skills. students have many opportunities to practice speaking and be active involved in debates. as a result, they work cooperatively as a team and speak more actively in the classroom. suggestions this study's findings can provide suggestions for improving teaching and learning activities, especially in teaching speaking. the suggestions of this study are defined as follows; debate technique is useful for teaching speaking skills to college students because it involves a cognitive process in finding ideas and opinions that students can use to defend their opinions. students are more active in participating in speaking in class. therefore, the researchers recommend that lecturer can apply debate to guide their students in speaking in the class. in selecting topics, the researchers shall provide interesting topics for students to be more enthusiastic about giving their opinions. researchers can reduce students’ nervousness by involving them directly in speaking english through debate. the debate is also believed to positively influenced grammar skills and vocabulary mastery. the researchers also recommend the application of the debating technique to other researchers and lecturers. acknowledgment researchers would like to thank kementrian riset, teknologi dan pendidikan tinggi republik indonesia (kemenristekdikti), especially direktorat riset dan pengabdian masyarakat direktorat jenderal penguatan riset dan pengembangan for funding this research. references aristy, i., hadiansyah, r., & apsari, y. (2019). using three step-interview to improve students’ speaking ability. project: professional journal of english education, 2(2), 74-79. lumbangaol, r. r. & mazali, m. r. (2020). improving students’ speaking ability through debate technique. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 163-172. 172 arung, f. (2016). improving the students’ speaking skill through debate technique. journal of english education, 1(1), 70-76. baso, f. a. (2016). the implementation of debate technique to improve students’ ability in speaking. exposure journal, 5(2), 154-173. fauzan, u. (2014). the use of improvisations technique to improve the speaking ability of efl students. dinamika ilmu, 14(2), 264-287. fauzan, u. (2016). enhancing speaking ability of efl students through debate and peer assessment. efl journal, 1(1), 49-57. http://dx.doi.org/10.21462/eflj.v1i1.8 ghazali, a. s. (2013). pembelajaran keterampilan berbahasa. bandung, pt refika aditama harmer, j. (2007). the practice of english language teaching. england: pearson education limited. iman, j. n. (2017). debate instruction in efl classroom: impacts on the critical thinking and speaking skill. international journal of instruction, 10(4), 87-108. iriantara, y., & syaripuddin, u. (2013). komunikasi pendidikan. cetakan pertama. bandung; pt remaja rosdakarya. iskandarwasid, (2008). strategi pembelajaran bahasa. bandung: rosdakarya. junaida, r., & prastiyowati, s. (2018). enhancing students’ speaking ability at 10 th grade of computer and network engineering class at smkn 4 malang through l1/l2 based strategies. celtic: a journal of culture, english language teaching, literature, & linguistics, 3(1), 56-71. https://doi.org/10.22219/celtic.v3i1.7859 krieger, d. (2005). teaching debate to esl students: a six-class unit. the internet tesl journal, 11(2). kunandar. (2011). langkah mudah penelitian tindakan kelas sebagai pengembangan profesi guru, cetakan ke-vii. jakarta: pt raja grafindo persada. mafruudloh, n., & fitriati, r. (2020). the effect of project-based learning to the students’ speaking ability. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 57-64. https://doi.org/10.22219/celtic.v7i1.12203 mulyani, i. s. (2018). meningkatkan kemampuan berbicara dengan metode debat dalam proses pembelajaran bahasa inggris pada peserta didik kelas vii c smpn 4 cianjur. jurnal joepallt journal of english pedagogy, linguistics, literature, and teaching, 6(1), 1-10. doi: https://doi.org/10.35194/jj.v6i1.255 pradana, s. a. (2017). using debate to enhance students’ speaking ability as their character building. english education: jurnal tadris bahasa inggris, 10(1), 149163. rubiati, r. (2010). improving students' speaking skill through debate technique (a classroom action research with first semester students of english language teaching department tarbiyah faculty at iain walisongo semarang in the academic year of 2010/2011). published thesis. semarang: institut agama islam negeri walisongo. thornbury, s. (2005). how to teach speaking. usa: longman methodology. usman, a. h. (2015). using the think-pair-share strategy to improve students’ speaking ability at stain ternate. journal of education and practice, 6(10), 3745. http://dx.doi.org/10.21462/eflj.v1i1.8 https://doi.org/10.22219/celtic.v3i1.7859 https://doi.org/10.22219/celtic.v7i1.12203 https://doi.org/10.35194/jj.v6i1.255 celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 83 academic culture barriers faced by english department students joining international internship program 1wulan ramadhani, 1dwi poedjiastutie* 1universitas muhammadiyah malang, indonesia *corresponding author: dwi_p@umm.ac.id abstract academic culture barrier is one of the barriers that students faced when they were going abroad whether for studying or doing their internship. there are lots of students’ encounters a problem when they were doing their internship. this research was conducted to examine the academic culture barriers faced by eled students joining the international internship program to thailand. in conducting the research, the researcher utilized the descriptive qualitative design to obtaining formation related to the problem in academic life. the participants of this study were eight students of eled umm who join the international internship program in thailand 2018. the researcher used semi-structured interviews and open-ended questionnaire in order not to limit participants in telling their experience. the results of this study are divided into 3 categories which are academic problems, solutions, and academic differences. the academic problems that the participants faced involve language, english knowledge, the use of thai letters, curriculum, and students’ participation. the solution that they gave were using gesture in dealing with the language problem, using role-play in dealing with lack of knowledge in english, teach the students alphabet in dealing with the using of thai letters, designing their own material in dealing with no exact curriculum, and try to interact to the students outside the class in dealing with passive students participation. furthermore, the academic differences are the relationship between student and teacher, and school culture. key words: academic barrier; culture; culture barrier abstrak academic culture barrier adalah salah satu hambatan siswa ketika mereka pergi ke luar negeri untuk belajar maupun untuk melaksanakan kegiatan magang. banyak siswa mengalami masalah ketika mereka melakukan kegiatan magang. penelitian ini bertujuan untuk meneliti hambatan akademik yang dialami oleh siswa pendidikan bahasa inggris yang mengikuti kegiatan magang internasional di thailand. dalam penelitian ini, peneliti menggunakan deskriptif kualitatif desain untuk mendapatkan informasi yang sesuai dengan masalah yang dihadapi peserta magang khususnya dalam lingkungan akademik. peserta pada penelitian ini adalah 8 siswa pendidikan bahasa inggris yang telah selesai mengikuti magang internasional di thailand. peneliti menggunakan wawancara semi terstruktur dan kuesioner terbuka dengan tujuan untuk tidak membatasi peserta dalam menceritakan pengalamannya. hasil dari penelitian ini terbagi dalam 3 kategori yaitu hambatan akademik, solusi dari hambatan akademik, dan perbedaan akademik. hambatan akademik berupa bahasa, pengetahuan, penggunaaan huruf thai, kurikulum, dan partisipasi siswa. solusi yang diberikan adalah menggunakan gesture untuk mengatasi hambatan bahasa, menggunakan role-play untuk mengatasi pengetahuan yang kurang, mengajar alphabet untuk mengurangi penggunaan huruf thai, mendesain kurikulum sendiri untuk mengatasi masalah ketidakpastian kurikulum, dan lebih mendekati siswa yang kurang aktif untuk mengatasi masalah siswa yang pasif. selanjutnya, perbedaan akademik berupa perbedaan hubungan siswa dan guru, dan perbedaan budaya sekolah antara indonesia dan thailand. mailto:dwi_p@umm.ac.id ramadhani, w. & poedjiastutie, d. (2020). academic culture barriers faced by english department students joining international internship program. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 83-93. 84 kata kunci: budaya; hambatan akademik; hambatan budaya introduction culture is a characteristic that is owned by each group. it is also a medium that unites one to another. as hossain (2016) stated that culture is a condition where people have an ability to exist, think, feel, and relate others. everyone have to know their culture in order to accept and to be accepted by others. while going overseas, many new things can be found which are often different from the things that are in each home country such as food, cloths, language, religion, and etc. the different things found from the host countries are often unique because each culture gives the identity of the country. as matsumoto (1996) cited in spenceroatey (2012) said that culture is the sets of attitudes, values, beliefs, and behaviors shared by a group of people, but different for each other. culture also attached to our body such as how we act, how we behave, how we talk and so on. studying in a new environment makes the people face a lot of challenges. rawjee, et. al (2012) stated that it makes student face difficulties such as culture shock, language difficulties, homesickness, differences in the educational system, and loss of their established social network. those challenges make people feel uncomfortable, disoriented, confused and anxious especially when they are in a new country which they had never visited before or it is called as cultural barrier. mirdehghan, et. al (2011) defines that cultural barriers are an obstacle in understanding different languages, spiritual beliefs, and social habits. the cultural barriers can occur in both social life and academic life. a research conducted by poedjiastutie(2015) found that culture shock experienced by foreign students studied in indonesia in social life are women-men relationship, different ways of thinking and different habits. while culture shocks experienced by foreign students in academic life are teacher’s role and attitudes; the poorly organized programs; and the local students’ attitudes. when students study overseas, there is a possibility that they will encounter a new education system. as talebloo & bin baki, (2013)mentioned that academic difficulties faced by international students refer to the academic system, teaching methodology, and faculty supervisor. cultural barrier culture barrier is an obstruction experienced by an individual when they move to another place with a different atmosphere. as veda & rani(2016) stated that culture barrier is the condition when people becoming aware in values, beliefs, and attitudes because of the different backgrounds. it mostly occurs to the international students who study and live outside of their native country or someone who travels abroad. in this study, the culture barrier means culture shock. the culture shock occurs when people feeling surprised or shock with what they are facing. as cameron & kirkman(2010) defined that culture shock is a temporary phenomenological experience encountered by individuals because they find themselves unable to understand or convey their habit in a new culture. culture shock is a common phenomenon when someone entering a new place they never visited before. it has been proved that anyone who enters a new environment will experience culture shock (darío, et. al 2013). it depends on various factors which cause the extent of the culture shock: celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 85 1. the intercultural experience we have had in the past: when we have the experience to travel to a new place, it easier to adapt to a new culture we are in. however, when we have no experience at all, we will be exposed to suffer culture shock. 2. knowledge: the more we know about the place and the people we are in, the easier it will be to understand the new culture we are in. the less we know about the place, the more we faced culture shock. 3. the linguistic ability: the higher level our foreign language ability, the less probable it will be for us to have misunderstandings. 4. human values: when we have an attitude of tolerance and respect for others, the possibility of experiencing culture shock will decrease. 5. personality: confident and sociable people will find it easier to establish new relationships with other people. 6. similarities: the more similar our home culture with the culture we are in, the fewer we will be exposed the culture shock. 7. geography and weather: the difference in location and weather of the new country with our home country influences our feelings to adjust it or not. 8. the situation in the new environment: are we incorporated into the new culture we are in? are we still feeling homesickness to our home culture? academic barriers the cultural barrier that most people faced not only happened in social life, but also in academic life. in addition, academic culture is the rules, norms, behavior patterns and facilities used by learners as a guide in academic activities that includes the perspective of academic, academic spirit, academic ethic and academic environment (samrin, et. al 2018). the previous research from raktham (2015) examined about the chinese students’ feeling after interacting with the thai social learning environment. the result showed that the chinese students experienced the academic difficulties such as poor programs from the host university, the inferior teaching styles of thai teacher, inappropriate learning materials and language difficulties. there is also some differences in academic culture. china has very large and crowded classes with the serious atmosphere, the teaching is teacher-centered, and the authoritative relationship between teacher and students. otherwise, thai has smaller classroom and the relaxed atmosphere, and a positive relationship between teacher and students because the teacher is friendlier than chinese teacher. moreover, in the class, chinese students are individual, hardworking, competitive, and goal oriented while thai students are grouporiented, humble, kind, and have a good manner. srisakda (2018) conducted a study to know the vietnamese students’ academic problem when they were studying in the higher education institution in thailand and how they adjust it. the finding revealed that the academic difficulties faced are not proficient in the host language, insufficient learning skill, and difficult material. those problems lead the students to the stress and poor academic performance. at the end, the vietnamese students could adjust it by learning language, reviewing the lesson, and asking the academic support from the lecturer and thai students because the support from the classmates played important role in adjusting the academic problem. ramadhani, w. & poedjiastutie, d. (2020). academic culture barriers faced by english department students joining international internship program. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 83-93. 86 chen and chen (2009) cited in srisakda (2018) stated that even though academic system are similar across culture, there must be any differences. even though china, vietnam, and thailand are in the same asian culture, there must any differences between them. it is in line with tsang (2001) cited in srisakda(2018) that stated the chinese students from tiongkok still need to adjust to the singaporean institutional environment even their country are close in term of culture norms. it revealed that every place has their own identical culture as well as their academic culture. the differences could lead to the barrier because someone do not familiar with their host culture and they feel disturbed by it. other example, vietnamese students faced difficulties in the language, it is because vietnam has different language with thailand. raktham (2015)also mentioned that chinese students feel their thai teacher has low skill in teaching compared to china teacher. it hampers them because they have to adjust with it. one of the previous participants of international internship to thailand admitted that there are different cultures in the academic environment between thailand and indonesia. according to them, one of the differences is in term of time. in indonesia, the total time for studying in school between primary school, junior high school, and senior high school are different. while in thailand, the total time in all school level for studying is similar. it starts at 7 am to 4 pm. other differences are the way students shakes their hand with the teacher. based on the data above, the study is trying to dig out cultural barriers faced by students studying overseas. therefore, the researcher interested to know what are the academic culture barriers faced by eled students when they were joining the international internship program in thailand. according to the coordinator of the international internship program to thailand, this program is part of the third internship held by the faculty of teacher training and education. the faculty conducts the third internships both regular and international. the regular internship, students are still accompanied by the teacher in the implementation of their teaching or called guided teaching, while international internships students are more released or freed to teach or are called independent teaching. the international internship is collaboration between faculty of teacher training and education with the muslim education development association of thailand (medat). since the collaboration between them is still ongoing, this research is expected to give information about the culture barrier especially in academic life faced by students doing the practice teaching in thailand so that they may anticipate unwilling or unwanted situations. method descriptive qualitative is considered appropriate to get a clear information and understanding of the phenomenon being studied. lambert & lambert (2012)stated that descriptive qualitative is helpful to gain a certain event in detail. therefore, descriptive qualitative is used to answer research question and describes the academic culture barriers faced by eled student joined international internship program to thailand in 2018. the participants of this study are 8 students of english language education department (eled) who have participated in the international internship program to celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 87 thailand in 2018. those students were seconded from 4 provinces in thailand which are; songkhla, satun, bangkok, and krabi. there are one male and seven females. a purposive sampling technique was employed in selecting the research participants. purposive sampling is the techniques when the researcher purposely selected the individuals because they have the capacity to give the information needed by the researcher (creswell, 2014). therefore, those students were chosen as participants because they have information from the experience faced when they were conducting their internship program. the researcher utilized semi-structured interview order to make the participants free to answer the question based on their own experiences. after answering the question, the researcher gave a follow up questions in order to explore deeper information. the purpose of the semi-structure interview is to get a detail information about the academic culture barrier faced by them. each of the participants were interviewed around 60 minutes and the researcher recorded during the interview in order to make sure there would not be a missing information. questionnaire is the second instrument used by the researcher. since the question involve the participants’ experiences, the open-ended questionnaire is suitable to use because they could be free in expressing or describing their opinion. there would be eight participants who will answer the questionnaire. the questionnaire will be constructed based on the result of the interview and the questions will be deeper based on the result of it. the researcher would provide google-docs to invite them to complete the questionnaire. the data from the interview and questionnaire were analyzed using the same steps. first, the researcher read the transcription over and over to check whether there was any missing information or not. then, the researcher analyzed the transcription by giving it a color-coding to determine the theme/problem that the participants faced. each problem faced by the participants was given a different color. last, the researcher classified the same answers based on the identical color of the participants’ explanation. findings this study found that the academic culture which become a barrier for the participant of the international internship are the language used in school, the english knowledge of the students, the use of thai letter, the students’ participation. in addition, the academic culture which different from indonesia are the relationship between students and teacher, and school environment or school culture. language language becomes the most difficult aspect that participants faced. it is because the participants do not know thai language and the student do not know the indonesian language as well. english as an international language should be one of the media of communication. however, the participants think that thailand students hard to speak in english. when they pronounce a word whether in english or arabic when they recite holy qur’an is hard to understand. maybe because they have their thai accent which influences how they pronounce a word. sometimes, when i spoke in english, they did not understand what i’m saying (fn). ramadhani, w. & poedjiastutie, d. (2020). academic culture barriers faced by english department students joining international internship program. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 83-93. 88 not only their accent which influenced the students how to pronounce a word, but the participants also said that they speak purely in the thai language which made them difficult to speak in english. moreover, english is not their main language. i also learn basic instruction in the thai language because they speak purely in thai (pc). the different language makes them difficult to convey their material to the students when they were teaching. those cases indicated that language becomes the most difficult thing that hamper the participants of the internship in doing their teaching activity. they should be given the thai language lesson from the faculty or from the thailand itself as maximum as possible. even though there must be a language barrier, at least they know a basic language used in teaching and learning. english knowledge almost every country has provided knowledge about english to its students since they were a kid. it makes students have broader knowledge because they got it earlier. thailand has also provided knowledge of english since childhood but in reality, their english is still low. low english ability is the obstacle felt by the participants of the international internship to thailand. according to them, high school students cannot even spell or read. here some concern expressed in the interview: i would say low. even i taught at the senior high school level, they still hard to spell a b c d. they still influenced by their mother tongue (sn). the same participants also confirmed it in the questionnaire below: yes. they are difficult in term of spelling a certain word (sn) another participant faced the same case, as expressed in the interview below: the level of their english is lower than in indonesia. only one or two students who understand what i said. for example, when i taught in senior high school what i expect is they could speak, but the fact not (yi). it happens to the high school students who should not have learned to read anymore. that case directed that their ability in english is low because their spelling influenced the other skills which are reading and speaking. when they cannot spell well, they certainly cannot read well. it also influenced their speaking because they cannot speak fluently as widowati & kurniasih (2018) stated that students must be able to speak before read. the use of thai letters the use of thai letters very troublesome besides the language as a media of communication. not every country has their specific letters. they mostly used alphabetic as an international letters that known by every people. however, some countries has their specific letters such as japan with their hiragana, katakana and kanji letters, china with their hanzi letters and also thailand. students in thailand used to write in thai letters rather than an alphabet. here some concern expressed in the questionnaire: yes. they use thai letter. it is because they cannot spell a word in english. maybe, when they cannot answer the question by english, they rather to write it in thai (fn). another participant faced the same case: celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 89 yes, they use thai letter. all their book are written in english (fj). as stated above, most of thailand students use their own letters in their learning. they prefer to write in thai letters because they used to it. however, the use of thai letters hamper the participants of the internship in doing their teaching because they are hard in reading or scoring the assignments from the students. the book which fully written in thai letters also bothers the participants of the internship to deliver the material. students’ participation students’ participation is how well or how the students participate in their class. every school must have the students who are active and the others who are not or can be called passive. the active or passive students could be seen from how often they rise their hand, how often they involved in the team work and how often they participated in the class. it is various as what the participants of the internship faced when they were teaching in thailand. here some concerns expressed in the interview: they feel shy when they want to convey something or answer the questions (yi). another participant faced the other case: i also find difficulties to deal with the active students. they are so enthusiast because i’m a foreign teacher. it’s hard to tell them not to be noisy (lw). many participants of the internship felt that their students are very active and some of them felt the other way. not only passive students who become an obstacles to their teacher. yet, students who are over active also become the obstacles because students are too enthusiast to learn so that the teacher is difficult to control it. it can be indicated that the student’s participations are various depend on the school, the environment or how their teacher teaches them in the class. discussion from the findings above, some terms need to be considered. first is the language which not only becomes a medium of communication but also a characteristic of culture (kumalasari & soeparto, 2015). the international student felt shocked in the language aspect because of the different usage of grammar, pronunciations, and vocabularies between english and other native languages (fan, 2010). it supported the experience from the participants that they faced difficulties when their students speak purely in the thai language. also, the thai students’ accent is different and it influenced how they pronounce a word. thus, the participants solve the language problem by using their gestures to communicate with them. the second is the english knowledge. all the participants agreed that the knowledge of thailand students’ that they taught is low. for instance, the high school students found it hard to spell a b c d. it is supported noom-ura(2013) which stated that another highly-rated problem from thailand students is the insufficiency in the knowledge of the english language. although secondary school students have studied english for about six years of primary school, their skills are still basic. thus, the participants of the internship make a role-play to solve that problem. role-play can be ramadhani, w. & poedjiastutie, d. (2020). academic culture barriers faced by english department students joining international internship program. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 83-93. 90 used to increase their interest in english because they are treated like they are playing while at the same time they are also learning. the third is the use of thai letters. thep-ackrapong (2005) cited in watcharapunyawong & usaha(2013)points out, “english and thai are different at all levels: pronunciation, word, grammar, and the text”. therefore, writing tasks is not easy for them because most of the thai language systems are different from the english systems. it is proven by the participants who find it difficult to deal with the students who use thai letters in their writing. thus, the participants of the internship could solve that problem by teaching them how to write the alphabet. the forth is the curriculum. the english teaching problem in thailand one of which is the impracticality of the guidelines for managing activities (noom-ura, 2013). also, the teachers do not understand well about the details of the curriculum. it is proven by the participants of the internship that they find difficulties in teaching their students because there are no exact guidelines from the school. thus, they solved that problem by making their material to be taught to the students. making material could be one of the good solutions. however, if the participants do not know how the curriculum in the place where they do their internship or they do not have a main teacher who could give them feedback, their materials are still doubtful. the fifth is the students’ participation. thailand students feel shy when they want to express or convey something. shy is an eastern culture because they only speak when the teacher asks them. in the eastern country, the students only speak when they called upon by their teachers(raymond & choon, 2017). teachers are to be respected and treated as an expert. it is interesting because not only the passive students who become a barrier but also the active students. active here means more into their overactive behavior which is noisy. it makes their teacher hard to control them and their teachers only let their students play. another participant said that she tried to interact with their passive students outside the class. by approaching the students, it is expected that teaching and learning activities will run better. there are also academic differences found. first is the relationship between students and teacher. the participants said that the students really respect their teacher even they got physical punishment. they also said that when the students go to school, they are under the responsibility of their teacher. it supported by kang & chang (2016) who said that eastern culture such as taiwan, china korea believe that teacher is more than just a lecturer because teacher has the moral role as a 'parent'. the thailand students assume that their teacher is also their parents that they need to respect. even they got the punishment, it showed that they did something wrong and their teacher did it because they love their students as the way their parents love their children. physical punishment is not a taboo thing and it becomes a culture in thailand. otherwise, in indonesia, when a student gets a punishment, the one who is definitely blamed is his teacher. second is the different in term of school culture. the international teachers commonly experience the different cultures in and out of their schools(alban, 2013). it is the same with the participants of the internship who also experience cultural differences in schools where they do their internship. the differences involve the activities in school, the duration of school, the holiday, etc. that difference occurs because of a culture where every school must have its own culture. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 91 the socio culture is influenced the existence of the academic barrier because education cannot be separated with culture. govea (2007) cited in keumala, samad, samad, & rachmawaty(2019)) stated that the academic barriers found are come from the cultural background which divided into collectivistic culture and individualistic culture. for example, in the collectivistic culture, individual students intervene in class only when called upon personally by the teacher. it is in line with the passive students’ participation where the students only speak when they called by the teacher. it revealed that those barriers found are influenced by the cultural background which is the collectivistic culture as darwish & huber(2003) stated that asian more emphasized in the collectivistic culture. conclusion this study reinforced our doubt about the preparation of 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(2018). critical reading skill and its implication to speaking ability in multicultural classroom. a journal of culture english celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 93 language teaching literature & linguistics, 5(2), 18. https://doi.org/10.22219/celticumm.vol5.no2.18-23 celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 173 ihab hassan postmodernism’s indeterminacy and irony:laura brown’s inner conflict in the hours 1 rina wahyu setyaningrum* 1 universitas muhammadiyah malang, indonesia *corresponding author:rina@umm.ac.id abstract virginia woolf is one of the modernist writers who write mrs. dalloway for which michael cunningham has taken virginia’s life story into his novel, the hours that characterized laura brown who reads mrs. dalloway. cunningham’s literary work which foregrounds the uncertainty of sexual orientation, confusion, and difficulty of identity is suitable with postmodernism’s conventions and is valid in both woolf's and cunningham's novels. there have been studies conducted by the scholars in terms of various technical aspects, such as narrative, design, and structure. the other topics comprise the equivalence of characters, the parallelism of scenes, and the borrowing of themes and symbolism, in order to demonstrate the effects of the adaptation process. this paper focuses on laura brown’s inner conflicts which are connected to postmodernism features. from the quotations in the novel, this paper showcases the novel’s analysis based on ihab hassan’s theory of postmodernism’s indeterminacy and irony. it is found that laura brown’s inner conflicts are shown from her efforts of being a good wife for dan. she is trying hard to answer her own question whether or not she loves her husband. ironically, the perfect status of being a wife of a soldier who takes part in winning the world war ii, a woman with a perfect family, as well as a woman living a good life, do not make her happy. mrs. dalloway has inspired her to find her true happiness, her former self that has disappeared. keywords: indeterminacy; inner conflict; irony abstrak virginia woolf adalah salah satu penulis modernis yang menulis mrs. dalloway, dan michael cunningham mengisahkan kehidupan virginia ke dalam novelnya, the hours, dengan menampilkan karakter laura brown yang membaca mrs. dalloway. novel karya cunningham ini mengedepankan ketidakpastian orientasi seksual, kebingungan, dan kesulitan identitas, seperti yang dijelaskan dalam konvensi postmodernisme. posmodernisme tampak jelas pada kedua novel baik yang ditulis oleh woolf maupun cunningham. pada beberapa kajian terdahulu, aspek yang diteliti dari novel cunningham meliputi aspek teknis, seperti narasi, desain, dan struktur. selain itu, topik lain yang diteliti diantaranya persamaan tokoh, kesejajaran adegan, dan adaptasi tema serta simbolisme. artikel ini fokus pada konflik batin laura brown yang dikaitkan dengan postmodernisme. dari kutipan yang ada dalam novel, analisis dilakukan sesuai dengan teori ketidakpastian dan ironi dalam postmodernisme yang dicetuskan ihab hassan. hasilnya, diketahui bahwa konflik batin laura brown ditunjukkan dari upayanya untuk menjadi istri yang baik bagi dan. dia berusaha keras untuk menjawab pertanyaannya sendiri apakah benar dia mencintai suaminya. ironisnya, status sempurna sebagai istri seorang prajurit yang ikut memenangkan perang dunia ii, wanita dengan keluarga yang sempurna, serta wanita yang menjalani kehidupan yang baik, tidak membuatnya bahagia. dibandingkan dengan mrs. dalloway, laura masih lebih beruntung karena dia masih memiliki pilihan antara hidup atau mati. dia pun memilih untuk melanjutkan kehidupannya dan keluar dari segala bentuk konflik batin yang ada. baginya, mrs. dalloway telah menginspirasi dirinya untuk menemukan kebahagiaan sejatinya, yang dulu pernah hilang. setyaningrum, r.w. (2020). ihab hassan postmodernism’s indeterminacy and irony: laura brown’s inner conflict in the hours.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 173-182. 174 kata kunci: ironi; ketidakpastian; konflik batin introduction there have been numbers of studies about cunningham’s the hours that exposed bodies of his characters and the role the body plays in the world of the mind, the personality, the soul, and the very actions of his characters (erickson, 2001). inspired by the virginia woolf’s mrs. dalloway, the hours is a novel exposing sexual identity (schiff, 2004).as a mutation literary work, cunningham has adapted the previous novel as the leap from modernism to postmodernism (hardy, 2011). one of the characteristics of postmodernism is the ruling of power which is realized by giving the voice of women for equality. the hours has been studied from its different points of view. erickson (2011) analyzed cunningham’s work the hours that has three distinct but resounding story lines. first of all, there was the very plausible character of mrs. woolf herself, who wrote mrs. dalloway while living outside london in richmond with her husband leonard. then there was the contemporary clarissa, called "mrs. dalloway" by her aids-stricken poet and friend, richard, and last of all mrs. laura brown, who was pregnant for the second time and caring for her little son on her husband's birthday. as a mode of transmission of the mystery and beauty of life, hughes (2004) criticized the hours as a representative of at least one type of postmodern art that reflects earlier art, then scholars must consider one final aspect of this model: the concept that the reaction of the reader (in the case of literature) is central to the infinite phase in which art participates. furthermore, hardy (2011)viewed this literary work from identity because of the fact that fictional characters are built not only differently from woolf's, but differently from each other. related to modern fiction, jiménez (2020)appraised that the hours’ thematic and aesthetic concerns clearly shows cunningham’s work that presents the characteristics of postmodernism practice. postmodern literature is a genre of literature characterized, both stylistic and theoretical, by the reliance on such literary conventions as fragmentation, paradox, inconsistent narratives, frequently unrealistic and entirely impossible plots, games, satire, paranoia, dark humor and authorial self-reference. it has tended to be focused on one kind of writing –narrative fiction. postmodernism is frequently described as dealing a death-blow to sociology. butler (2002) claimed that one of the literary works, the postmodernist novel, does not attempt to create a sustained realist illusion. it presents itself as accessible to all the illusory tricks of stereotyping and narrative manipulation, and to multiple interpretations. its contradictions and inconsistencies are fundamental to postmodernist thinking. in addition, nicol (2009) affirmed that postmodern fiction attracts the readers to be active co-creators of meaning to deepen the readers’ knowledge about literature in a wider scale. this literary work always exposes the conflict – men as source of problems.in essence, doyle (2018) clarified the deconstructive ideas of postmodern literature have effectively subverted the neoliberal hypocrisy of previous decades. it is closely related to what has been identified by timmer (2010)that the postmodern situation is related to what makes it difficult to be a human being and values empathy and interpersonal relationships. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 175 ihab hassan’s term of postmodernism isfamous as all literary works published from 1960s to 1980s referred to his work (bertens, 1995). instead of giving a definition of postmodernism, hassan (1985) argued that constant negotiations, perpetual transactions of desire, freedom, and justice should be the culture of postmodernism. furthermore, related to pluralism in postmodern perspective, hassan (1986) offered eleven features to make it easier for us in understanding this thought. they are indeterminacy, fragmentation, decanonization, self-less-ness, the unpresentable, irony, hybridization, carnivalization, performance, constructionism, and immanence. related to the internal conflicts experienced by the three women in the story, laura brown’s life is the most interesting because of the influence of mrs. dalloway that she reads. reading it, she is comparing her life to mrs. dalloway’s which causes her internal conflicts. inaccordance, this writing applies only two features; indeterminacy and irony. indeterminacy feature relates to the whole way of ambiguities, ruptures, and displacements that affect knowledge and society. indeterminacy pervades how people act, how they perceive an idea, and how they interpret it. hassan (1993) described indeterminacy as a complex referent that covers diverse concepts such as ambiguity, discontinuity, heterodoxy, pluralism, randomness, revolt, perversion, and deformation. in short, indeterminacy refers to the uncertainty of life when it is beyond people’s power to decide what is best for them. meanwhile, irony, which is also called as perspectivismas it sees that postmodern literature gives the audience the freedom to utilize their own judgment based on their perspective and interpretation. nicol(2009) narrated that postmodern mentality is always satirical. adetuyi & patrick(2019) that satire as a literary device can be found in popular culture of many works containing of criticism. when there is no cardinal principle, the people might turn their literary works into irony. the feature of irony considers indeterminacy as something multivalent or having many values, meaning, or appeals. doyle (2018)construed that by means of techniques such as deconstruction and irony, postmodern literature has rejected ideals such as reality and meaning as delusions, practicing a continuous process of problematicization or subversion of realistic (mainstream) aesthetic ideology. therefore, in contrast with the character’s expectation, something happens as a discretion. this article aims at spotlighting laura brown’s struggles to combat her inner conflicts and analyzing it using ihab hassan’s indeterminacy and irony of postmodernism. method in studying this literary work, the hours novel is the object from which the data of laura brown’s internal conflicts are analyzed using ihab hassan’s indeterminacy and irony postmodernism features(hassan, 1986). secondary sources, such as prior studies on the postmodernism literature and the hours novel, journal’s articles, and books related to the subject being investigated are also taken into account. the data are qualitative in nature. textual analysis is done in forms of words, phrase, or sentences quoted from the novel. by multiple close-reading in order to understand the novel, some important information is identified, classified, analyzed, and described for drawing the conclusions. moreover, to achieve the goal of this study, the theoretical framework of postmodernism is used as guidance. setyaningrum, r.w. (2020). ihab hassan postmodernism’s indeterminacy and irony: laura brown’s inner conflict in the hours.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 173-182. 176 findings the story of laura brown is the representation of a common middle-class family during the 1950s in the united states. being married to her little brother’s best friend, laura feels like an older sister to dan. the reasons why she married dan is because of her responsibility as dan has fought for the country in world war ii and saved the world. laura’s difficulties in getting through her life attracts the readers’ sympathy as cunningham uses indirect internal monologue(schiff, 2012). one of those he perfectly shows is laura’s emotional process and thoughts towards the events when she is unconfident in doing her domestic tasks as a housewife as well as a mother. laura brown’s inner conflicts set in los angeles, the browns family consists of laura, her husband dan, and her son richie. each of those three has common social roles: wife-mother, husband, and child. as a father and husband, dan has a complete life; he is a world war-hero, has a good occupation, lives in a nice house with two lavish cars on its driveway, and has a lovely son and a beautiful pregnant wife. in short, the brown family seemingly lived a perfect life post the world war. however, laura feels the emptiness of her life. deep inside her heart, she feels frustrated, particularly about her social roles as a wife who is also a mother expecting her second child while at the same moment she starts to question her feelings for dan. indeterminacy the question of her love for dan makes her suffer during the day of dan’s birthday. she tries to ensure herself that she still loves dan no matter what her heart says by making a birthday cake and preparing a party for him. by doing these two efforts, she forces herself to be a good wife when her inner-self rejects this role. with help from richie, she makes the cake with uneasiness. the little boy feels the strange behaviors of his mother, yet he could not do anything as he is too young to understand the complexity of the adult’s feelings. as a child, richie tries to cheer his mother up but he fails. the following quotation explains her feeling. she thinks of the gifts she's bought her husband; the gifts he will appreciate, even cherish, but which he does not in any way want. why did she marry him? she married him out of love. she married him out of guilt; out of fear of being alone; out of patriotism. he was simply too good, too kind, too earnest, too sweet-smelling not to marry. he had suffered so much. he wanted her.(cunningham, 1998: p.104) after they finish making the cake, kitty, one of their neighbors, comes in. kitty is about to visit a hospital for some medical treatments for some days due to her health problem. she asks laura to feed her dog when she is away. both women have quite a similar role as the wife of successful men. just like laura, it seems kitty also questions her feelings for her husband. when kitty shares her story about her health and her problems with her husband, in an unexpected move, kitty and laura share a romantic kiss. kitty 's anxiety and laura's caring sympathy soon led to an unexpected moment of intimacy celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 177 between the two women. laura wraps kitty up in an embrace, and after a few seconds, kitty turns her face up to laura's face. the evidence is as follows. kitty lifts her face, and their lips touch. they both know what they are doing. they rest their mouths, each on the other. they touch their lips together, but do not quite kiss. it is kitty who pulls away. “you’re sweet,’ she says.(cunningham, 1998: p.110) it is awkward for both of them as they later are aware that richie sees them kissing. richie, who seemingly is too young to understand lust, seems to see nothing wrong with his mother and his neighbor’s doings. however, driven by the guilty feeling of cheating, both women act awkwardly. after kitty leaving, laura throws away the birthday cake to the trash bin. this could be an indication that the kiss makes her convince herself that the feeling she once had for dan might not be longer there. after that, she brings richie out and leaves him at her friend’s house. feeling afraid of being left behind, richie cries when laura leaves him but she does not care. she is about to spend the time alone in a luxurious hotel while reading a novel mrs. dalloway written by virginia woolf, a celebrated literary figure who holds a significant role in this novel.this is then inspiring her to do similar things like what mrs. dalloway is doing. the following quotation is the proof. it seems, somehow, that she has left her own world and entered the realm of the book. nothing, of course, could be further from mrs. dalloway’s london than this turquoise hotel room, and yet she imagines that virginia woolf herself, the drowned woman, the genius, might in death inhabit a place not unlike this one…having this room to herself seems both prim and whorish. she is safe here. she could do anything she wanted to, anything at all. (cunningham, 1998: p.150) the general plot of the novel is about the life of mrs. dalloway who shares quite similar life with laura; both are the wife of respectable men and they question their role and sexuality. at that moment, she seriously contemplates killing herself by taking sleeping pills. it seems that she already takes some pills when she hallucinates being drowned in the water and wakes up. after waking up, she feels that killing herself might not be a good choice. then she picks up richie and drives back home. arrived at home, she makes another new birthday cake for her husband. on that day, she surrenders to the standards of the normal wife. later, she abandons her family to move to canada and works a librarian. this decision gives a terrible pain to her family, especially to richie which later inspires his tragic poems –and his tragic life. however, her decision also hurts herself as she has to live with the guilty feeling for the rest of her life. when richie kills himself at the end of the story, laura comes and shows her regret. irony living in the era of post-world war ii, laura brown could be the image of a perfect woman. first, she is lucky that she is a citizen of the country that wins the war. setyaningrum, r.w. (2020). ihab hassan postmodernism’s indeterminacy and irony: laura brown’s inner conflict in the hours.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 173-182. 178 the same inner conflict could happen to a german woman who marries a soldier. however, as a citizen of losing country wrecked by a lengthy war, this german lady might never have any time and energy to question her love for her husband. even she would not have any chance to make a birthday cake or to prepare for a birthday party. or worse, she could never have any chance to meet her husband again that was killed in action or caught as a prisoner of war. another perk of being a citizen of the winning country is that she and her family could enjoy the good economy that provides her roof, food, money, and cars. should she lived in the losing country, she would never have the luxury of leisure time to read novels or to wander her mind as she would need to work hard just to stay alive. the following evidence is quoted from the novel. in another world, she might have spent her whole life reading. but in the new world, she rescues world – there’s not much room for idleness. so much has been risked and lost; so many have died. less than five years ago dan himself was believed to have died, at anzio, and when he was revealed two days later to be alive after all (he and some poor boy from arcadia had had the same name), it seemed he had been resurrected. he seemed to have returned, still sweet-tempered, still smelling like himself, from the realm of the dead (the stories you heard then about italy, about saipan and okinawa, about japanese mothers who killed their children and themselves rather than be taken prisoner), and when he came back to california he was received as something more than an ordinary hero. (cunningham, 1998: pp. 39-40) second, she could be said as a perfect woman as she has a perfect family. her husband loves her and her son admires her. yet, it is inevitable for her to question her feelings for her family. it is inevitable because when she goes back home from the hotel after the failed suicide attempt, she struggles to reject her own feeling as she tries again to be a good wife shown by her effort to make a new birthday cake, and still she finally leaves her family to canada. her indeterminacy to revolt against the marriage makes her do what she does. it is also her indeterminacy that works when she kisses kitty in such a random move. it is also ironic when she accidentally cheats on her husband with a kiss with another person on his birthday. the following quotation is evidenced the ironic story. she touches her lips, where kitty’s kiss briefly resided. she doesn’t mind so much about the kiss, what it does and does not imply, except that it gives kitty an edge. love is deep, a mystery – who wants to understand its every particular? laura desires kitty. she desires her force, her brisk, and cheerful disappointment, the shifting pink-gold lights of her secret self and the crisp, shampooed depths of her hair. laura desires dan, too…she can kiss kitty in the kitchen and love her husband, too.(cunningham, 1998: p. 143) third, she lives a good life. she has a nice house in an expensive area, her husband works a good occupation, and she drives her own car. however, she chooses to celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 179 abandon all those good things. her initial effort is when she tries to kill herself and the second one when she moves to canada working as a librarian. if she stays in his marriage life, she does not need to work for life. she just needs to obey the normal standards of a good wife and everything would be just fine. yet, she chooses to leave it all behind to live a new life that she thinks suits her better. the proof is as follows. she returns to the living room, to laura brown. laura smiles wanly at clarissa – who could possibly know what she thinks or feels? here she is, then; the woman of wrath and sorrow, of pathos, of dazzling charm; the woman in love with death; the victim and torturer who haunted richard’s work. here, right here in this room, is the beloved; the traitor. here is an old woman, a retired librarian from toronto, wearing old woman’s shoes. (cunningham, 1998: p. 226) all her attempts to make everything remains fine always ends with her effort to kill herself because of her the guilt and pressure in her life.itis ironic that she determines not to kill herself because it would hurt her family. the following quotation helps explain it. so laura brown, the woman who tried to die and failed at it, the woman who fled her family, is alive when all the others, all those who struggled to survive in her wake, have passed away. she is alive now, after her exhusband has been carried off by liver cancer, after her daughter has been killed by a drunk driver. she is alive after richard has jumped from a window onto a bed of broken glass.(cunningham, 1998: p.222) this is the evidence why laura brown’s behavior is always interesting to study. cunningham has made the readers surprised of what is going to happen in laura’s life. various perceptions might appear dealing with the life of a bookworm who is unhappy marrying a soldier who always considers his life a perfect one. discussion as it has been agreed that feminism is one of the issues related to postmodernism that its thinking and writing functions as the history or cultural setting in many text (butler, 2002; timmer, 2010), laura brown’s inner conflict is realized by her gender or sexual identity. what she imagines is freedom, not being dominated by the family needs of taking care of everything, husband, son and second son to be. her inner conflict arises because she is reading mrs. dalloway from which she knows that women should be equal to men. taylor (1991)has reviewed that androgyny is central in mrs. dalloway’s life. additionally, lamszuz(2019) elaborated taylor’s review that laura brown struggles with artistic anxiety for performing a house wife, like what has been characterized by virginia woolf in mrs. dalloway. laura is struggling of feasible changes in her life by trying to be a good wife in managing dan’s birthday party and making his birthday cake. however, all of those make herself suffering. her role as a wife that should be naturally practiced always makes her unhappy. confusing about her life, kitty’s coming makes herself unable to stop her ambivalent behavior, a setyaningrum, r.w. (2020). ihab hassan postmodernism’s indeterminacy and irony: laura brown’s inner conflict in the hours.celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 173-182. 180 spontaneous instinct to kiss kitty. this is what a postmodernism perspective proposed by hassan (1993) as a indeterminacy. hence, trying to find happiness and comfort by reading mrs. dalloway, she would like to move out of her life and objectively analyze her own experiences. the subject of suicide also causes her to accept the fact that she needs to find a way out of her own life. lamszuz(2019)has analyzed laura’s efforts as a battle to suppress her previous interest and desires that she would find happiness to be dan’s wife. hughes (2004) considered the hours as a postmodernism art that its movement opposes linearity. it does not follow the linear structure of beginning, middle, and end but the dialogue is carried on widening circles that requires understanding to reach its message. two features of hassan’s idea of pluralism in postmodern perspectives have directed us to social, esthetic, and intellectual assumptions of postmodernism. it is evidenced that laura’s struggles in her life is unpredictable that she is reading mrs. dalloway for the sake of finding a way to confront her inner conflict. by using hassan’s indeterminacy feature of postmodernism (hassan, 1986), there found laura brown’s life uncertainty that in one hand she would like to leave her family, on the other hand, she does not want to make her family down. hardy (2011) encountered that laura craves isolation and freedom from oppressive mediocrity in the hours have made the readers of the novel comprehend laura’s behaviors in constructing herself after reading mrs. dalloway. satirical evidences depicted from laura brown’s life in this novel dominantly feature the perfection of laura’s life which should be on common women’s imagination. related to what has been explained by nicol (2009) about the postmodern mentality, hassan’s irony featured within his postmodern perspectives is in line with laura brown’s life. from the data stated in the findings, it is crystal clear that some might say her life is ironic that she feels empty when everything surrounding her is full of perfection. the latest analysis about laura brown's life written by jiménez(2020) focused on the paradox of how fragmented laura is, indeed, her world destabilization comes from the mrs. dalloway’s pages that she reads. conclusion reading virginia woolf’s writing which means learning a thing or two about her gender, woman emancipation, and sexuality has directed laura brown to learn those principles. she knows that there are other ideas beyond the standardized norms at that time. different from virginia woolf that needs to commit suicide to free herself, laura has more options. shown by her statement “it was death; i choose life,” laura has the luxury to decide her own life. however, she suffers a guilty feeling when his family is broken into pieces after she leaves. the displacement and pain perceived by richie from his family make him be an award-winning poet that when he grows up. if laura keeps staying, no one knows whether richie would be a good writer or a crooked criminal. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 181 references adetuyi, c. a., & patrick, c. a. 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(2010). do you feel it too? the post-post modern syndrome in american fiction at the turn of the millenium (t. d’haen & h. bertens, eds.). amsterdam new york: rodopi. 65 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index literature circles in reading class: students’ participation and perception novitasari*, eka listianing rahayu, bambang suryanto politeknik negeri malang, indonesia abstract literature circles are methods to teach reading that aim to bring an enjoyable atmosphere to the class. it refers to a group of students who read the same book and discuss what they have read, with different roles being assigned to each member. it is believed that literature circles can promote the students’ interest and help them get better reading comprehension. therefore, literature circles are suitable to be implemented in reading classes in higher education. this study aims to investigate the students’ participation and perception towards literature circles in reading class. the research was conducted in reading classes of d3 and d4 english study programs of business administration department, state polytechnic of malang. the research participants were two classes consisting of 50 students. questionnaires were used to collect data from the respondents. the data was then analysed using the descriptive quantitative method. the finding shows that the students actively participated in the literature circles and positively perceived it. keywords: literature circle; participation; perception; reading abstrak literature circle merupakan salah satu metode pengajaran reading yang bertujuan menciptakan suasana membaca yang menyenangkan di kelas. literature circle merupakan sebuah aktivitas di mana mahasiswa membentuk grup untuk membaca buku yang sama dan mendiskusikan buku tersebut sesuai dengan peran yang telah ditugaskan ke setiap anggota grup. dalam beberapa penelitian, aktivitas literature circle menunjukkan hasil yang positif dalam meningkatkan minat baca dan pemahaman mahasiswa terhadap teks bacaan. dengan demikian, literature circle dianggap sesuai untuk diterapkan di kelas reading, terutama di level pendidikan tinggi. penelitian ini bertujuan untuk menginvestigasi partisipasi dan persepsi mahasiswa terhadap literature circle di kelas reading. penelitian ini dilaksanakan di kelas reading d3 dan d4 prodi bahasa inggris jurusan adminitrasi niaga, politeknik negeri malang. partisipan dalam penelitian ini terdiri dari 50 mahasiswa dari 2 kelas reading. pengumpulan data dilakukan melalui kuesioner dan dianalisis menggunakan metode deskriptif kuantitatif. berdasarkan hasil penelitian, mahasiswa menunjukkan partisipasi aktif dalam literature circle serta persepsi positif terhadap aktivitas tersebut. kata kunci: literature circle; partisipasi; persepsi; reading introduction reading is an essential skill that non-native speaking (nns) learners or efl students need to master, especially at the higher education level. reading in the efl class is one of the most important academic skills that enable students to learn new information about the subject and make interpretations with different perceptions. reading is the means that allows them to synthesize and evaluate the information and also practice the higher-order thinking skills (hots). reading facilitates the students to improve language proficiency or learn more about the subject matter. however, despite the importance of reading, throughout the country, many english teachers are wrestling with the issue of why students lack the skills necessary to comprehend english texts. many teachers struggle to have their students actually read the text. on the other side, most english language learners e-issn: 2621-9158 p-issn:2356-0401 *correspondence: novitasari@polinema.ac.id submitted: 31 march 2021 approved: 16 june 2021 published: 28 june 2021 citation: novitasari, rahayu, e. k., suryanto, b. (2021). literature circles in reading class: students’ participation and perception. celtic: a journal of culture, english language teaching, literature, & linguistics, 8(1), 65-77. doi: 10.22219/celtic.v8i1.16138 mailto:novitasari@polinema.ac.id novitasari, eka listianing rahayu, bambang suryanto literature circles in reading class: students’ participation and perception 66 describe reading as a tedious or demanding activity. the class's reading activity is mainly held by repeatedly reading long and dry academic texts without adapting them years after years. it requires students to finish the task assigned by the teacher and discuss it together. since many students find reading a tedious activity, it will make them unmotivated to read. it may be the biggest reason why students are no longer reading the texts teachers assign. it is no wonder if the reading score will not be as good as teachers have previously expected and targeted at the end of the semester. to make reading more exciting and practical, the first thing a reader must do is to read what they love. literature works such as a novel, or short story will be exciting texts to read. they will give the best experience with enjoyment to gain a general understanding of what the readers read and offer authentic text that enables them to master the target language. moreover, reading and analyzing literature is widely used to improve the students' level of english proficiency because it provides them with knowledge of the language itself and the culture of the english-speaking world. literature circles are learner-centered teaching methods that incorporate collaborative learning and independent reading, which must be included in current teaching concepts. it refers to a discussion group who read the same book, share their understanding, and discuss the text according to their roles. every student has a role in the discussion, such as a leader, a summarizer, a connector, etc. this method is believed to develop reading skills in understanding the text and fostering students' interest in reading. above all, teachers have too much power in reading class: choose the text, design the course, and give test or exam. by implementing literature circles, teachers may bring the power back to students to independently choose, organize, and assess their progress. many studies have shown that literature circles in the classroom gave students a particular benefit. a study conducted by coccia (2015) shows that literature can improve comprehension of the text through peer discussions to hold students accountable for their learning and understanding of the text at hand. noah (2018) also states that students had good perceptions of the literature circle as an activity. it helped them gain more understanding of the literature component instead of the usual chalk and talk method. other than that, literature circles help sharpen the students' four skills of reading, writing, listening, and speaking and generate confidence in presenting their ideas to a group. literature circles were implemented in this study to address the lack of students' interest in reading and improve english proficiency. therefore, this study investigates the students' participation and perception towards reading as a result of the implementation of literature circles in the class. personal responses are valuable resources to evaluate the implementation of the literature circles. a study conducted by central connecticut university in 2016 revealed that indonesia ranked 60th out of 61 countries in reading interest. the study shows that reading has not been a cultural habit among indonesians despite the available infrastructure and reading access. similarly, when asked about how many books they have read or how often they usually read, many students responded that they have read a handful of books and said that reading is not part of their habit. indeed, reading can be tedious, especially celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 67 when students are involved in a repetitive reading activity. with this fact, it is deemed necessary to promote an exciting activity to encourage students to read more, not because it is an order or assignment but because it can be a fun activity. stout (2018) attempted to use literature circles to create an enjoyable reading atmosphere, which encourages lifelong reading and develops students' higher order thinking skills (hots). stout (2018) incorporated literature circles in his english integrated skills course to teach efl students in a university in japan. using a fiction text, students were assigned different roles, including a word tracker, a profiler, a fact finder, and a chief detective. the students' english level varied greatly from a2 to b2 level, although the majority was in b2 or intermediate levels. learners in this level require support to complete the assignment, and therefore collaborative learning using this activity is useful (graham-marr & pellowe, 2016). indeed, working in groups during a reading task is beneficial for students because they can assist each other in understanding both the task and the assignment. this is in line with finding a recent study on group reading by hamdani (2020), which revealed that the students comprehend the reading text well when they shared ideas among the group members and helped each other while completing the reading task. previously, subandini (2012) investigated the implementation of literature circle in indonesian language classes. the class used a historical fiction book, and the students worked in groups. each had different roles, such as a facilitator, a summarizer, a connector, an illustrator, and a vocabulary enricher. following the discussion during literature circle, each student was required to make a speech about a specific event & the characters in the book. through this activity, students improved their speaking skills through discussion & speech performance. the subsequent research in the following years also shows positive results and suggests that literature circle is effective for students' language acquisition (graham-marr, 2015; maher, 2013a; maher, 2013b). as a means of group discussion, literature circles adopt both a communicative approach and task-based language teaching in that it allows students to interact with other students in completing the task. in terms of reading, literature circles focus primarily on students' roles rather than the teacher or text. also, instead of being the center of the activity, the teacher acts as a facilitator to assist the students in the discussion (stout, 2018). the teacher can also provide feedback for each role after the literature circle so the students know what worked well and what could be improved in their performance, or whether or not they performed the roles based on the role sheet. aisyah and wicaksono (2020) argued that teachers' feedback makes the students more active during the learning process. with different roles assigned to each student, it will give each member of the discussion a clearly laid out reason to read (shelton-strong, 2012). interestingly, the roles assigned in literature circles can be modified or adapted based on student needs and context. other roles can include a discussion leader, a summarizer, a word master, a connector, a culture collector, and a passage person (daniels, 2002; furr, 2004; kevin maher, 2015; shelton-strong, 2012), which will be adopted in this current study. perception is an essential factor capable of influencing how people respond to a particular condition as it will be a summary assessment of an object of thinking (bohner & wänke, 2002). in the learning context, students' perceptions affect novitasari, eka listianing rahayu, bambang suryanto literature circles in reading class: students’ participation and perception 68 attitudes that can trigger behavioral changes in the classroom (bohner & wänke, 2002). more importantly, the way students perceive classroom instruction influences their motivation (sweet et al., 1996). indeed, it is paramount that students have positive perceptions toward their own learning as it affects their learning motivation, which likely improves their achievement. subandini (2012) identified students' perception of the literature circle through journal books, in which the students jotted down their feelings and opinions about the literature circle activity. following the journal entry, the students were interviewed and asked about what they had written. both the journal entry and interview results showed that the students enjoyed the literature circle since the activity allowed them to express their opinion and at the same time learn from others. besides, the students mentioned that they could understand the reading materials more easily and became more curious learners. it is supported by stout (2018), who states that through discussion in literature circles, students see the text from different perspectives and even learn to comprehend a difficult text, even though the text might be above their current levels. in line with previous findings, a study conducted by noah (2018) found that students displayed positive reactions to literature circles as they were able to learn in an enjoyable situation and share their ideas and opinions freely. in this study, the students were involved in three literature circles throughout the semester. at the beginning of the activity, it was observed that students only showed lower-order thinking skills (lots). however, as they progressed to the following literature circle, they showed significant improvement in their learning and displayed higher-order thinking skills (hots). the previous studies mentioned above revealed that most students positively perceive literature circles in their language classes. both subandini (2012) and noah (2018) used a personal journal to elicit student responses, resulting in positive reactions among students. stout (2018) also mentioned positive behavior in students who engaged in collaborative learning during the literature circle. literature circles have been conducted in various ways, adopting different roles and methods to best suit different needs and settings. within this present study, the literature circle is conducted by adapting previous studies and best practices. among others are daniels (2002), schoonmaker (2014), and stout (2018). the literature circle provides students with freedom and flexibility. for instance, students can make their own groups, decide their own roles, and choose a book they like to read. this way, students will be more motivated to read and discuss it later with their group. in this case, the literature circle combines independent and collaborative tasks (daniels, 2002; schoonmaker, 2014). first, they read independently while keeping a record of their reading progress and completing a role sheet. after that, they discuss what they have read and analyzed together with their group. keeping a record of their reading progress provides them with a guide for their reading and discussion to be more familiar with their roles and more responsible for their reading task (stout, 2018). the use of online resources and activities also adds to the benefit of the literature circle. schoonmaker (2014) used online reading circle activities and interactions and suggest that the use of technology in the literature circle "provides celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 69 a boost to learner agency." in this current study, the literature circle is conducted online by adopting both synchronous and asynchronous learning. the former is used by the students to exchange information, monitor their own reading progress, or even ask questions about their book or reading. on the other hand, the latter is where they discuss and "showcase" their analysis based on the assigned role. this way, students have autonomy in their learning and, at the same time, benefit from working collaboratively with their peers, which can increase their motivation for second language reading (grabe, 2009). with students becoming agentsthe ones with the most active roleteachers mainly act as facilitators during the literature circle. the teacher facilitates the discussion and not teaches specific material or skills (daniels, 2002). this role "assignment" allows the students to have more autonomy but, at the same time, get scaffolding, which resonates with vygotsky's zone of proximal development or zpd (maher, 2015). although this is a more independent activity, the evaluation remains vital. teachers and students are both responsible for the evaluation. the teacher evaluates through observation during the discussion activity. at the same time, the students carry out a self-evaluation at the end of the activities. involving the students in the evaluation encourages them to be more responsible for their learning and allows them to think, write, and talk evaluatively about their goals, roles, experiences, and performances in the literature circle (daniels, 2002). the graph below highlights the essential facets of this literature circle discussed above. figure 1. essential facets of the literature circle method this study aims to identify the students’ perception towards literature circles in reading class. to achieve this goal, this study used descriptive quantitative research because it tried to describe the students’ perception toward the implementation of literature circle in reading class. below is the research design of this study. students decide the member of the group each group chooses a book to read evaluation is by teacher and selfevaluation the teacher serves as a facilitator the literature circle utilizes online resources and activities students completes a reading progress and role sheet novitasari, eka listianing rahayu, bambang suryanto literature circles in reading class: students’ participation and perception 70 figure 2. research design the research was conducted at the english department of state polytechnic of malang. the particular class chosen for this research was two classes, one class from d3 of the english department, while another class was from d4 of the english department. the total number of participants involved in this research was 50 students. this research had initially had 3 data instruments, an observation checklist, questionnaire, and interview. however, the researchers changed the plan and decided to use one instrument only (questionnaire) due to covid-19. it was based on some considerations, such as the limitation of time and place to conduct the meeting in the actual class, so the meeting was finally transformed into an online class. research problem literature study collecting data instrument: questionnaire likert scale data analysis: descriptive statistics findings: discussion and conclusion research questions celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 71 the questionnaire was used to gather a general view from the students regarding some aspects of the literature circle. it is a mixed-type questionnaire that consists of 20 closed questions and four open questions to get in-depth answers from respondents. the closed questionnaire contains some statements about students' perception toward literature circle start from the beginning until the meeting. it uses a likert scale, ranging from 4 (strongly agree) to 1 (strongly disagree). meanwhile, the closed questionnaire contains some questions asking more detailed information about some statements before. the respondents could answer in short answer or essay. this research was conducted using mixed methods in two phases. first, quantitative data were collected through a questionnaire survey to explore various students' perceptions of the literature circles' implementation in their language classrooms. to distribute a questionnaire in the main study, google forms presented multiple ways of sharing the actual form. the simplest way was to provide a link to the participants. the researcher copied the link provided and pasted it where the participants would be able to access it (e.g., email, lms, whatsapp, etc.). the responses were then immediately documented into a spreadsheet. descriptive statistics were used to analyze data by describing data without making a generalization. the data were presented in the form of a table, graphic, and pie chart. mean and percentages were used to analyze the data of the participants. the quantitative data obtained from the questionnaire were analyzed by microsoft office excel. the responses to the researcher's survey were automatically collected by google forms with real-time response information and chart and then analyzed using microsoft office excel. findings the literature circle meeting was held in two classes, namely in class d3 english program and d4 english for business communication and professional in business administration department. due to covid 19, all campuses were required to apply long-distance learning, so the learning process was conducted online. clearly, the pandemic affected the implementation of the research. the literature circle meeting was conducted through a zoom meeting. zoom meeting is an online video conference for meetings that has a host and participants. every student installed a zoom meeting application and joined the room with a link provided by the lecturer. before the meeting, the lecturer explained to the students about literature circles and students' roles and motivated them to participate in that activity. first of all, the students were grouped into 4-5 groups in each class. they were given a chance to choose their own book and consult the lectures. the students had one month to finish reading the book. every student had a role in the discussion, and they took part in the discussion based on their role. some groups decided and chose their roles, but there were some groups who made a lottery to choose their role to make it fair. there were 6-7 roles in one group, depending on the number of students. the roles were discussion leader, summarizer, passage person, connector, culture collector, word master, and illustrator. the students were asked to fill the role sheet in their group and submit it after the discussion ended. at the end of the discussion, the students filled out the questionnaire novitasari, eka listianing rahayu, bambang suryanto literature circles in reading class: students’ participation and perception 72 distributed through a google form. the questionnaire was distributed and filled out by 49 students consisting of 28 students from d3 and 21 students from d4. the results of the questionnaire are shown below. students ’ preparation before having literature circles, students need to do some preparation. they had to read the novel based on pages assigned by lectures. a role sheet must be accomplished as well while reading the novel. they also kept a note of their reading progress. to find out how much their preparation, the questionnaire was distributed. there are four statements that can be used as an indicator of students' preparedness. the following is the result of students' responses related to their preparation for literature circles. table 1. students’ preparation for literature circle statement response strongly disagree disagree agree strongly agree 1. i was well prepared for literature circle. 4.1% 46.9% 49% 2. i read the assigned pages thoroughly. 4.1% 49% 46.9% 3. i completed the literature circle role sheets on time 4.1% 4.1% 8.2% 83.7% 4. i kept a note of my reading progress. 8.2% 32.7% 59.2% the table shows some statements asking about students' preparation in literature circles before having a literature circles discussion. about 47% of students agree, and 49% strongly agree that they are already well prepared for literature circles. most students stated that they read the novel's pages thoroughly (49% of students agree, and 46.9 % strongly agree). the student preparation was also shown from how they used the time to complete the role sheet, in which the majority (83.7%) said that they completed it on time before the discussion. while reading, 59.2% of students kept a note for their reading progress. from the four statements in the questioner, it can be concluded that most of all students have a good preparation before having literature circles. they completed reading the novel and the role sheets and always managed their reading progress. student ’s participa tion after having preparation, the students must perform in literature circles discussion. students' participation is significant in literature circles; students should actively participate in literature circles to make the discussion run well. every student should perform their role in the discussion and be actively involved in the discussion. the following is the students' response related to their participation in the literature circles. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 73 table 2. students’ participation in literature circle statement response strongly disagree disagree agree strongly agree 1. i shared my ideas and offered my suggestions 4.1% 18.4% 49% 28.6% 2. i answered others’ questions confidently. 4.1% 14.3% 46.9% 34.7% 3. i encouraged others to participate and respond to my explanation 4.1% 16.3% 51% 28.6% 4. i remained on topic and helped the group stay focused. 6.1% 26.5% 36.7% 30.6% 5. i listened to others courteously and effectively 2% 6.1% 18.4% 73.5% 6. i summarized or repeated my ideas when necessary. 2% 12.2% 51% 34.7% 7. i performed my role well based on the instructions on the role sheet 2% 8.2% 34.7% 55.1% from table 4.2, it can be seen that most of the students took part in the literature circle meeting. 49% of students agreed that they shared ideas, and about 46.9% of students answered questions asked by their friends. students also encourage the other friends to participate (51 %). when the literature circle was running, 73.5% of students listened to others carefully. 51% of students also summarized their ideas when presenting their role, and 55% of students performed the role well based on the instruction and job description. from the findings, it can be concluded that students thought they had good involvement in the meeting. students ’ pe rcept io n most of the students believed that the literature circle is good for some reasons, especially in reading skills. the following is the result of the questionnaire. from table 3, it was about 46.9% of students agreed and 49% of students strongly agreed that they already know about literature circles, and 67.3% of students understood different roles in the literature circle. they were motivated to read the book to perform in literature circles (53% strongly agreed). about 53.1% (strongly agree) of students believed that the literature circle improved their reading fluency and vocabulary mastery. it can be summarized that most students give a positive perception toward literature circles. novitasari, eka listianing rahayu, bambang suryanto literature circles in reading class: students’ participation and perception 74 table 3. students’ perception toward literature circle discussion based on the findings, it is clear that students showed active participation and positive perceptions towards literature circles. it can be seen from their preparedness before presenting their roles in the literature circle, including the motivation to complete the role sheet on time and preparing a note to record their reading progress. there is no doubt that one perception influences how he carries out the task and completes the assignment (bohner & wänke, 2002; sweet et al., 1996). the same case applies in this literature circle. when students have positive perceptions toward the literature circle, they manage to finish the task well and prepare the subsequent related task enjoyably. also, and perhaps more importantly, when students perceive the task positively, they feel confident about their ability to complete the task successfully. in the case of this current study, the participants confessed that they managed to learn better, improve their comprehension skills, develop their reading fluency and improve their vocabulary mastery through literature circle. evidently, learners who are involved in the literature circle often outperform those who read in the traditional method in terms of text comprehension (thomas & kim, 2019). statement response strongly disagree disagree agree strongly agree 1. i know what literature circle is 4.1% 46.9% 49% 2. i understand different roles used in literature circle 2% 6.1% 24.5% 67.3% 3. i am motivated to read my book to prepare for the literature circle 10.2% 36.7% 53.1% 4. i like discussing books and characters with my peers through literature 10.2% 49% 40.8% 5. i learn better when i am engaged in a literature circle. 10.2% 55.1% 34.7% 6. literature circle improves my reading comprehension skill (the ability to understand what you are reading) 2% 2% 34.7% 61.2% 7. literature circle gives me the opportunity to develop reading fluency (the ability to read a text accurately and quickly) 2% 4.1% 40.8% 53.1% 8. literature circle can improve my vocabulary mastery 2% 4.1% 26.5% 67.3% 9. literature circle is challenging but fun 4.1% 8.2% 57.1% 30.6% celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 75 surprisingly, the students' positive perception and high motivation to complete the reading task and join in the literature circles greatly impact their teamwork. some of them mentioned that they were held accountable for how the literature circle worked, and therefore actively participated in the discussion and at the same time encouraged others to do the same. this is in line with graham-marr and pellowe (2016) and stout (2018), who mentioned that collaborative work is useful to optimize student learning and increase motivation. indeed, the students appreciated the group work during the literature circle. most students felt motivated to read books because they would discuss them with others. besides, they enjoyed learning with their peers because they learned better. they believed they improved their reading skill and confidence by discussing what they read with others, which resonates with shelton-strong (2012). it is confirmed in a more recent study by thomas and kim (2019), which revealed that participation in a literature circle helped the participants comprehend the text better and build a connection with the assigned text as they were involved in group discussion and shared opinion with others. assigning roles to students is also a contributing factor that creates a positive atmosphere during the literature circle. the majority of participants mentioned that they were motivated to read because they have a specific role assigned to them. besides, learners feel empowered and have a clear focus on what they do when they take roles (widodo, 2015). different roles assigned to each student also provide an opportunity for the students to be an expert on what they have read, which was evident in how the students prepared for their role and performed it well during the literature circle. it seems to be one of the motivating factors. the students had positive perceptions toward the literature circles because of their responsibility through different roles and the novelty of the activity (stout, 2018; subandini, 2012; widodo, 2015). conclusion the results of the study show that most of the students had positive perceptions toward literature circles. the perception was also displayed from their preparedness before performing in the online literature circle with their groups. most of the participants also felt satisfied with their role & involvement in the literature circle. the study on the literature circle method in teaching brings positive results. thus, the english study program of business administration department state polytechnic of malang can integrate this technique of using literature circles in the rps (semester teaching plan), especially for intermediate or advanced reading classes. the results bring some insight into english learning in state polytechnic of malang, not only for english study program but also for other departments because this new method has proven effective in getting students into the reading habit. acknowledgment this research work has been supported by the dipa research grant, state polytechnic of malang. novitasari, eka listianing rahayu, bambang suryanto literature circles in reading class: students’ participation and perception 76 references aisyah, p., & wicaksono, b. 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(2015). engaging students in literature circles: vocational english reading programs. the asia-pacific education researcher, 25(2), 347–359. https://doi.org/10.1007/s40299-015-0269-7 22 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index business administration students’ anxiety in speaking skill practice fu’ad sholikhi* universitas islam balitar, indonesia abstract speaking anxiety is a feeling of fear about what is to come when speaking. students' conditions may trigger excessive anxiety that can make students struggle to move and speak in front of the public. the purposes of this study are to determine the level of business administration students’ speaking anxiety at unisba blitar and to investigate the most dominant speaking anxiety in esp class. this study utilizes descriptive quantitative with thirty-three questionnaires as a research instrument distributed to second-semester of business administration students of unisba. the questionnaires were then analyzed and categorized into responses and speaking anxiety levels. once the data of business administration students’ speaking anxiety level had been collected, the researcher calculated the average and the percentage of the data and categorized them into three types of speaking anxiety in the classroom. in addition, the researcher utilized a five-point likert scale, discovering two students experienced an anxiety level, three students experienced a relaxed level, and twenty-five students were mildly anxious. the most dominant speaking anxiety type was test anxiety with a total of 450 items (45.45%), followed by communication apprehension (33.34%), and students’ fear of negative evaluation as the lowest (21.21%). in the end, the future researcher interested in conducting similar research about speaking anxiety is expected to use a different number of participants and research methodology to enrich the knowledge about speaking anxiety in higher education. keywords: english speaking skill; students’ speaking anxiety; types of speaking anxiety abstrak kecemasan dalam berbicara adalah sebuah bayang-bayang rasa takut ketika berbicara. kondisi murid yang lagi stress akan menimbulkan kecemasan berlebihan yang dapat membuat murid sulit untuk berbicara dan bergerak. tujuan penelitian ini adalah untuk menentukan level ketakutan berbicara dari murid administrasi bisnis dan untuk mengetahui tipe kecemasan berbicara bahasa sing yang paling dominan di kelas esp atau kelas bahasa inggris untuk jurusan bukan bahasa inggris. penelitian ini menggunakan metodologi penelitian kuantitatif dengan menggunakan 33 kuesioner sebagai instrument penelitian. kuesioner tersebut kemudian dianalisa oleh peneliti untuk dikategorikan menjadi kategori tingkat kecemasan dan persepsi dari 30 murid semester dua dalam kelas berbahasa asing. data yang diperoleh dari proses tersebut kemudian dicari rata-ratanya dan persentasinya yang akhirnya dikategorikan dalam kategori jenis-jenis pengaruh dalam kecemasan berbahasa asing. lebih lanjut, penelitian ini mendapati ada 2 murid yang termasuk dalam kategori cemas, 3 murid masuk dalam kategori cemas jika ada ujian mengenai berbicara, dan selebihnya atau 25 murid termasuk dalam kategori agak kecemasan atau kecemasan yang terkendali. tipe kecemasan paling berpengaruh adalah kategori kecemasan akan ujian berbicara bahasa asing atau mendapati 45.45%, diikuti dengan kategori kecemasan berbicara atau 33.34%, dan yang paling kecil dominasinya adalah kategori kecemasan terhadap komentar yang negatif atau 21.21%. berdasarkan hasil penelitian ini, peneliti yang melakukan peneltiain serupa diharapakan untuk merevisi jumlah peserta atau murid dan cara melakukan penelitiannya untuk memperkaya khasanah keilmuan dibidang yang serupa di tingkatan perkuliahan atau pendidikan setelah sekolah menengah atas. kata kunci: jenis-jenis kecemasan; berbicara dalam bahasa asing; kemampuan berbicara bahasa inggris e-issn: 2621-9158 p-issn:2356-0401 *correspondence: fuad.sholiki@gmail.com submitted: 2 november 2020 approved: 22 may 2021 published: 25 june 2021 citation: sholikhi, f. (2021). business administration students’ anxiety in speaking skill practice. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 22-32. doi: 10.22219/celtic.v8i1.14132 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 23 introduction speaking is an expression of someone’s feelings. the ability to master english speaking is crucial for higher education students because speaking is not only talking to someone else but also conveying messages. understanding oral language is necessary as it leads students to have better speaking skills to share information (komariah et al., 2020). students require experience and practices to deliver ideas properly so that they can have the ability to speak interactively (j & fajar, 2019). nowadays, speaking is a symbol of educated people, and it is one of the keys to having a better carer in the modern era. speaking is a spear for politicians because they have to convey their followers to build strength in the group. speaking is a daily necessity used by politicians to achieve their goals (thornbury, 2005). while for business administration students, english speaking could affect social interaction, such as cooperation, exchange, and competition in the classroom. in addition, spoken language will involve students in daily communication (goh & burns, 2012). speaking skills are essential for business administration students at balitar islamic university. it could lead them to perform well in public (educational and career), especially in marketing. moreover, speaking skills related to conveying speech and speaking activities strongly relate to speaking performance (ngatmini & fatimah, 2019). in higher education (for example, communication students at balitar islamic university), the students learn many things related to speaking skills that will support their careers. the university students will learn a functional language, and horizontal and vertical communication are the best speaking skills in higher education (ngatmini & fatimah, 2019). for efl students, speaking skills are essential to gain jobs and to work abroad. however, speaking is not an easy task because the students should know the foundations of speaking, such as pronunciation, grammar, and vocabulary. most students use mother-tongue in english speaking rather than use the foundations of the target language. speaking is a complex language requiring clear pronunciation and intonation (renandya & widodo, 2016). to overcome speaking problems in higher education is by acknowledging students’ failure in speaking. mayangta (2013) argues that english speaking is an essential skill to master because it will lead to a better career, but in reality, the students face various problems such as productive skills and receptive skills. the lecturers need to exploit the students’ strengths to provide proper materials and teaching strategies. teachers can support english speaking by using students’ strengths (renandya & widodo, 2016). according to horwitz et al. (1986), a mental block issue in learning a foreign language and preparation is the best way to overcome it. horwitz et al. (1986) emphasize a relationship between anxiety and achievement in speaking because the student will experience anxiety at various levels. according to abderrezzag (2010), anxiety is mental preparation for danger. so, speaking anxiety needs the lecturer’s attention to reduce their anxiety. anxiety is nervousness (horwitz et al., 1986). therefore, students may experience sweating palms and a shaky voice in speaking (for example, delivering a speech in front of a class). if there is speaking anxiety, the students will struggle to talk. in reality, most students will experience speaking anxiety in speaking performance, and it is impossible to eliminate speaking anxiety. so, the students have to use this kind of phenomenon to their advantage. foreign language classroom fu’ad sholikhi business administration students’ anxiety in speaking skill practice 24 anxiety is the number one enemy of efl learners (gawi, 2020). gawi (2020) states that teachers play an important role in the classroom because teachers' behaviors will affect students’ performance (speaking anxiety). in the end, the teacher can turn the students’ weaknesses into the students’ strengths. the lecturer may use visual aid during the lecturing to reduce speaking anxiety (limantoro, 2014). anxiety can negatively affect the performance of business administration at unisba (balitar islamic university), mainly in esp speaking class. excessive anxiety is the reason why students are unable to do anything in front of the public (damayanti & listyani, 2020). however, speaking anxiety is normal. angellia (2019) states anxiety is a normal state and is not a disease. the students and lecturers in a university should be aware of foreign language learning anxiety. it is a unique and complex behavior related to language learning. these beliefs cannot disappear easily (horwitz et al., 1986). horwitz et al. (1986) state that the perspective about anxiety (foreign language classroom anxiety scale) can assess specific anxiety in the classroom. it consists of thirty-three items of questionnaires with positive and negative statements inside. each item has five scale levels to choose from, which include the “strongly agree,” ”agree”, “neither agree nor disagree”, “disagree”, and “strongly disagree” statements. based on the observation, communication students reveal that anxiety is their number one problem in english speaking, and their anxiety is getting higher when they are asked to speak in front of the class. three students claim to have confidence in front of the class, while 80% of students feel nervous. most of the students are worried about making mistakes in grammar and pronunciation. previous studies from mukminin et al. (2015) discussed speaking anxiety in high school involving 10 participants. the researchers utilized demographic profiles and semi-structured interviews to gain data. this study reported the source of speaking anxiety, and the result was five themes related to speaking anxiety. next, amiri and ghonsooly (2015) stated that anxiety would disturb students’ performance in the classroom, and anxiety comes from various factors. in their study, they investigated students’ anxiety and their score (achievement). the study used flcas to determine the anxiety level using a five-point likert scale. the result showed that anxiety affects students’ performance in the classroom (r=0.348, p<0.001). another study is from indrianty (2016) who investigated speaking anxiety related to tourism students’ experience. the researcher utilized a case study with thirty-three tourism students involved. data analysis and interpretation were made using observation and interviews, and then the data were transcribed, categorized, and interpreted into meaningful data. the study focused on speaking anxiety investigation, and the result revealed two types of speaking anxiety, and there were three primary sources of speaking anxiety in the classroom. next is a study from prastiyowati (2019) who researched anxiety in listening using a mixed-method methodology. it involved forty-eight participants (university students in malang) and used a close-question questionnaire and interview to gather data (research instrument). this study utilized a five-point likert scale in solving anxiety in listening. there were teachers’ factors, students’ factors, listening material, and processes contributing to students’ anxiety, and those factors disturbed the students’ listening performance. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 25 debreli and demirkan (2015) suggest further researchers use flcas in solving speaking anxiety based on previous statements. therefore, this study will do similar research about speaking anxiety using a five-point likert scale, and it will fill the gap about speaking anxiety in esp class (business administration). the research problems in this study are, what are the levels of business administration students’ speaking anxiety in esp class? and what is the dominant type of business administration students’ anxiety in esp class? method the researcher utilized descriptive quantitative to answer business administration students’ speaking anxiety at unisba blitar. the purpose of this approach was to describe business administration students’ speaking anxiety using numbers (in a simple way) because the researcher would gain a lot of information about speaking anxiety in esp class through the approach. creswell (2009) stated that quantitative relied on statistical data, and it would provide a numeric description. quantitative research demands a lot of numbers (siyoto & sodik, 2015). bungin (2017) emphasized that descriptive quantitative was to describe students’ various conditions in society so that society had its description. arifin and alaydrus (2020) agreed that descriptive quantitative was to describe the types and the factors of anxiety in english speaking. this approach, which involved business administration students, provided simple summaries only the result of flcas questionnaires. it would then be categorized into some groups related to flcas in esp class. in doing so, the data will be entered in the table, and the researcher will provide clarification of the sum and the percentage. participants of the current study were thirty students of esp class (secondsemester students) at unisba blitar. the researcher used flcas questionnaires (33 items) as a research instrument of the study. flcas questionnaires consisted of five five-point linkert scale with the lowest score was 33, and the maximum score was 165 (mayangta, 2013). the data collection procedure was held in esp class (speaking) at unisba blitar. the business administration students had to fill out flcas questionnaires for half an hour. then, the researcher analyzed and processed the result of flcas questionnaires. the data analysis was adopted from horwitz et al. (horwitz et al., 1986), and it contained positive and negative statements of flcas. in analyzing the data, the first thing to do was calculating the result of questionnaires from each business administration student at unisba blitar. then, the data were categorized into business administration students’ response (positive and negative category). second, the students’ responses were calculated by the researcher into the students’ preference category. third, converting the data from the questionnaire into a five-scale (1,2,3,4, and 5) speaking anxiety and determining business administration students’ level anxiety, so that the researcher knew distribution and the highest score of the business administration students’ level anxiety. in the last step, the analyzed data were categorized into three types of speaking anxiety levels (communication apprehension, test anxiety, fear of negative evaluation). in detail, there were thirty-three flcas items which included students’ responses (strongly agree or sa, agree or a, neither agree nor disagree or na, fu’ad sholikhi business administration students’ anxiety in speaking skill practice 26 disagree or d, and strongly disagree or sd) and two forms of statements. the statements were positive (the scale will be ranging from 1-5), and the negative statements (the scale ranged from 5-1). business administration students’ data will be calculated manually (using 33 up to 165 range) and categorized to “very relaxed”, “relaxed”, “mildly anxious”, “anxious”, and “very anxious” levels. this flcas was in line with mariam’s (2018) study. in doing so, the researcher categorized the data into “the questionnaires’ answers” table (it contained positive and negative statements of participants in this study), and then the results were divided into the “students’ responses” table with its description of the sum and its percentage. arifin and alaydrus (2020) agreed that positive and negative table and grouping of table data were the first things to do to know students’ communication apprehension. the previous tables were the basis for constructing the “students' preference” table which inlines with mariam’s (2018) study. to discover business administration students’ speaking anxiety level, mariam (2018) suggested the researcher translate the previous table into a “scoring and categorizing” table which contained the students’ total score, the students’ anxiety level, and the questionnaire numbers with a clear description of the flcas scale (1 up to 5 scales is for positive and negative is the opposite) of business administration students. the “scoring and categorizing” table was instrumental in knowing students’ speaking anxiety. it would generate “scoring and categorizing of flcas of business administration students” table and “the highest and the lowest score” table. the “the highest and the lowest score” table would give a clear description of students who have the highest scores and the lowest scores of speaking anxiety level. in contrast, another table would give a clear description of how many students were categorized into speaking anxiety level with its range (relaxed level, anxious level, and so on). moreover, the “students' preference” table was very useful in this study because this table was the key to make dominant type of speaking anxiety level in esp class; it included communication apprehension, test anxiety, and fear of negative evaluation table. to construct those tables, the researcher paid attention to the types of flca in this study, for example, numbers 2, 7, 13, 19, 23, 31, and 33 belong to the fear of negative evaluation type. there were three types of causes of flcas in speaking anxiety with its distribution of items, for example, number 1, 4, 9, 14, 15, 18, 24, 27, 29, 30, and 32 belonged to the communication apprehension type (mariam, 2018). if those tables (three types of causes of flca) were ready, the researcher would be able to answer the dominant type of business administration students’ anxiety in esp class. findings the levels students’ speaking anxiety in esp class there are thirty-three items in the questionnaires of this study, and those items are separated into positive and negative. the description of those questionnaires is presented in table 1. as indicated in table 1, this study utilizes a five-point likert scale; strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. this scale will affect the categorization of business administration students’ response, level anxiety, and dominant type of anxiety in this studythe current study does not follow debreli and demirkan’s (2015) celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 27 perspective in terms of displaying low, moderate, and high (percentages and frequencies) scale in speaking anxiety. table 1. summary of students’ responses no. statements students’ responses sa a na d sd total 1 positive 25(9.26%) 105(38.9%) 66(24.44%) 63(23.33%) 11(4.07%) 270 2 negative 49(6.81%) 230(31.94%) 134(18.61%) 248(34.45%) 59(8.19%) 720 then, thirty participants (at unisba blitar) received treatment for speaking anxiety. the assessment of business administration students’ speaking anxiety level can be seen in table 2 below: table 2. scoring and categorizing of students’ flcas no. range level of anxiety result 1 124 – 165 very anxious 0 respondents (0%) 2 108 – 123 anxious 2 respondents (7%) 3 87 – 107 mildly anxious 25 respondents (83%) 4 66 – 86 relaxed 3 respondents (10%) 5 33 – 65 very relaxed 0 respondents (0%) table 2 shows the result of flcas in esp class (speaking), and it indicates the researcher follows mayangta’s (2013) anxiety scale rather than oetting’s scale. there are five levels on this scale. the levels are very relaxed (33-65), relaxed (6686), mildly anxious (87-107), anxious (108-123), and very anxious level (124-165). the dominant type students’ anxiety in esp class to answer the second research question in this study, a simple calculation is made by the researcher. the calculation can be seen in table 3 below: table 3. the dominant type of anxiety no. type of anxiety the percentage (%) 1 communication apprehension 33.34 2 test anxiety 45.45 3 students’ fear of negative evaluation 21.21 total 100 table 3 indicates that the researcher follows horwitz, horwitz, and cope’s (1986) perspective on the causes of flca (foreign language classroom anxiety). it includes communication apprehension (item number 1, 4, 9, 14, 15, 18, 24, 27, 29, 30, and 32), test anxiety (item number 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, and 28), and fear of negative evaluation (item number 2, 7, 13, 19, 23, 31, and 33). discussion in this section, the researcher will elaborate on three findings. the findings will answer the research questions of the study. it includes the discussion of table 1, table 2, and table 3. first and foremost, table 1 shows there are positive and negative questionnaires adopted from horwitz's (1986) study in speaking anxiety. these questionnaires use a five-point likert for each statement. the negative statement fu’ad sholikhi business administration students’ anxiety in speaking skill practice 28 starts with 5 up to 1 range, on the contrary, the positive statement begins the calculation with 1 up to 5 range. positive statements do not start with number 1, but there is a selection number out of it, including numbers 5, 8, 11, 14, 18, 22, 28, and 3 (the rest number belongs to a negative statement). to answer the levels of business administration students’ speaking anxiety in esp class, positive and negative calculation is the first thing to do. it determines the most dominant types of speaking anxiety in this study. positive and negative statements are the first calculation using flcas with 33 questionnaires, and the result will determine the most dominant anxiety level in speaking (arifin & alaydrus, 2020). moreover, there are thirty-three participants of business administration students of unisba blitar. the students are second-semester students who will answer the questionnaire from horwitz et al.'s (1986) study regarding speaking anxiety. the result shows that negative statement (720 items found) is the most dominant than positive statements (270 items found) in this section. in negative statements, the highest score is “disagree” or 248 items, followed by “agree” statements with 230 score, then neither agree nor agree is 134 items, strongly agree is 49 items, and the last one is strongly disagree with 59 items. in positive statements, the most dominant is agree scale with 105 items, followed by neither agree nor agree with 66 items, then disagree scale is 63, strongly agree is 25 items and the last one 11 items. after the researcher has the distributed positive and negative statements, the researcher continued calculating the percentage of students' preference. the percentage of students' preference is to know business administration students’ responses to each questionnaire distributed in the classroom. based on table 1, the researcher found that the highest score was in statement number 5 (it wouldn't bother me at all to take more english classes) with 20 answers or 67 %. mariam (2018) states that the highest percentage is in number 2 or 65% of respondents. based on table 1 that has been converted into the percentage of students' preference, there is homogeneity in questionnaires. the homogeneity is in a statement that contains 4 and 7 respondents. mariam (2018) states that there is also homogeneity in speaking anxiety with 6 students or 1 %. another point worth noting is the findings in table 2. based on table 2, there is a distribution of the participants in this study. two students are categorized into the anxious level (7%), three students are categorized into the relaxed level (10%), twenty-five students experienced mildly anxious level (83%), and no students experienced very relaxed level (0%) and very anxious level (0%). in details, the students who get the highest score of “anxious” level is wpn with 114 scores, and the lowest one is und with 110 scores, the student who gets the highest score of “relaxed” level is abi (86) and the lowest one is sli (78), and the highest score of mildly anxious level goes to rns (104), and ety and smk get the lowest score (both get 89). also, mildly anxious is when the student feels nervous, but that feeling does not control him. mariam (2018) states that mildly anxious is a normal condition, and the user or the student can neglect this condition. a relaxed level means the student can speak the words clearly and separately. mariam (2018) agrees that student has no fear or no problem in speaking. the next is the discussion of table 3. based on table 3, there are three types of speaking anxiety (ca, ta, sfne) in the current study. the most dominant type of celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 29 business administration students’ speaking anxiety is test anxiety (ta), followed by communication apprehension (ca), and students' fear of negative evaluation (sfne). the component of flcas significantly and negatively affect students’ examination scores (amiri & ghonsooly, 2015). the following explanation relates to the components of flcas in this report (communication apprehension, test anxiety, and students' fear of negative evaluation). dealing with communication apprehension, the highest score is statement number one with sixteen students (53%), followed by statements number nine (50%), fifteen (43%), and twenty-seven (43%). it concludes that the business administration students at unisba blitar have great confidence in their speaking ability in english. they can manage their emotion or calm even if they do not have preparation for speaking performance. however, almost half of the students feel angry or upset about unclear instructions during the lecturing. additionally, almost half of the students feel nervous when the lecturer asks the students to perform english speaking in esp class. debreli and demirkan (2015) state that the student in the target language needs good preparation. here, the role of the teacher determines the level of anxiety (prastiyowati, 2019). the unclear instructions may lead the students to be less successful in speaking because the teacher is the factor of students’ success (mukminin et al., 2015). the lecturer at unisba blitar and other universities need to understand that communication apprehension is a teacher’s challenge because it comes from personal beliefs and behavior. observation and interview data are solutions to understand students’ communication apprehension (indrianty, 2016). besides, this category is at an average level. this result is the same as arifin and alaydrus’s (2020) study. business administration students believe that english speaking is essential for their career, but it is challenging. there is more pressure if the lecturer asks the students to speak in front of the class. according to indrianty’s (2016) study, english speaking is challenging, and it is better to sit down rather than speaking in front of a teacher. in terms of communication apprehension, it will affect their gesture. the common action or gesture is the students are looking for another option other than speaking in front of the class (indrianty, 2016). the next discussion is about test anxiety. the highest score is statement number five (67%), followed by statement number twenty-two (53%), eight (50%), and thirteen (50%). it concludes that business administration students need more english courses to support their careers in the future, for example, speaking ability for digital marketing. speaking for good customer service (satisfying) is a key success for e-marketing. in doing so, the students have to understand about 5ss of digital marketing (chaffey, 2019). indrianty (2016) emphasizes that students’ career is the reason why they learn to speak in english. the students at unisba blitar believe that preparation is the best practice for them, and it makes the students do not feel anxious during the examination or test. they do not have to be worried if they miss a lesson in speaking class because they can manage their emotion based on communication apprehension so that the students can communicate with the lecturer about the missing course. also, this category is the most dominant type of speaking anxiety in this study. it means that most business administration students are worried about speaking performance. it happens because they do not want to look foolish in front of the class. fu’ad sholikhi business administration students’ anxiety in speaking skill practice 30 at the same time, english speaking skills will be beneficial for business administration students in digital era and digital marketing (their career). it happens because most students are worried about the consequences (amiri & ghonsooly, 2015). even though students have a well-preparation, it will not guarantee that students will not experience speaking anxiety. there is no correlation between anxiety and well-preparation in speaking class, and the consequences of failing always exist (2018). according to indrianty (2016), the result of the speaking class will contribute to business administration students’ careers in the future. on the other hand, arifin and alaydrus (2020) find out test anxiety is the lowest type of speaking anxiety. it indicates that students are unique, and they have their purposes when they go to college. last, it is about students' fear of negative evaluation. the highest statements are in number thirteen (53%), nineteen (53%), and twenty-three (53%), then followed by thirty-three (43%). it concludes that business administration students feel guilty about their classmate's feelings when they respond in speaking class because they believe that their classmates have better performance in speaking. based on that condition, the lecturer’s correction makes business administration students’ feeling worse. the students’ views affect the learning process (prastiyowati, 2019). the students have speaking anxiety when they have to speak in front of familiar people such as classmates (indrianty, 2016). in learning speaking, there must be a peer assessment. giving peer assessment in the classroom is necessary because it could motivate other students to avoid the same mistakes in the future (j & fajar, 2019). teachers and students have to learn to control their responses (voice) in english-speaking activities. mocking is one reason the students do not want to express their ideas and feelings (mukminin et al., 2015). this category has the lowest score in the study. it is the opposite of mariam’s (2018) study. mariam (2018) states the students have their imagination about speaking evaluation or feedback, and it allows the students to have imagination about punishment. mukminin et al. (2015) argue that the students who are afraid of conversation could lead participants to have a poor score. this phenomenon happens because the students do not have good preparation (amiri & ghonsooly, 2015). conclusion based on the findings and discussions, business administration students of unisba blitar experienced speaking anxiety when joining the esp class. there is no evidence or 0% that students experienced very anxious level, however, two business administration students experienced anxious level (7%), twenty-five students were in mildly anxious level (83%), three students were in relaxed level (10%), and no students experienced very relaxed level (0%). in responding to the second research question, there are three types of flcas (foreign language classroom anxiety scale) that can cause speaking anxiety in esp class, and test anxiety is the most dominant type of speaking anxiety, followed by communication apprehension, and students’ fear of negative evaluation. finally, the author hopes that future researchers who are willing to conduct similar research revise the research methodology. for example, future researchers celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 31 could have qualitative research to understand speaking anxiety in higher education better, especially in esp classes. references abderrezzag, s. 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(2005). how to teach speaking. new york: pearson education esl. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 23 teaching reading through reciprocal teaching method 1beny hamdani* universitas islam zainul hasan, indonesia *corresponding author: benyhamdani.ielts9.consultation@gmail.com abstract this paper aims to investigate whether the university students who are taught reading through reciprocal teaching method achieve better in reading ability than those who are taught through direct reading thinking activities. the design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. the subject of the study was the fourth term of university students of english education study program consisting 30 university students. the instrument of this research was a test as pre-test and post-test in the form of reading comprehension questions. the data analysis used independent t-test. based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (ha) was accepted. the result of the study shows that the use of the reciprocal teaching method can improve the university students’ reading ability. it proves the hypothesis of the study that students who are taught reading through the reciprocal teaching method achieve better in reading ability than those who are taught through direct reading thinking activities. based on this result, it can be concluded that the reciprocal teaching method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. it also makes the university students more active in the teaching learning process and can improve their ability as well. keywords: effectiveness; reading comprehension; reciprocal teaching method abstrak penelitian ini bertujuan untuk menyelidiki apakah mahasiswa yang diajar membaca melalui metode mengajar resiprokal mencapai kemampuan membaca yang lebih baik daripada mereka yang diajar melalui kegiatan berpikir membaca langsung. desain penelitian ini adalah quasi-eksperimental, kelompok kontrol non-acak, pretest-posttest karena dilakukan dalam pengaturan ruang kelas bahwa subjek telah diatur dalam kelas. subjek penelitian adalah semester empat mahasiswa program studi pendidikan bahasa inggris yang terdiri dari 30 mahasiswa. instrumen penelitian ini adalah tes sebagai pretest dan post-test dalam bentuk pertanyaan pemahaman bacaan. analisis data menggunakan independent t-test. berdasarkan hasil perhitungan post-test dari kelompok eksperimen dan kontrol, hipotesis alternatif (ha) diterima. hasil penelitian menunjukkan bahwa penggunaan metode pengajaran resiprokal dapat meningkatkan kemampuan membaca mahasiswa. ini membuktikan hipotesis penelitian bahwa siswa yang diajar membaca melalui metode mengajar resiprokal mencapai kemampuan membaca yang lebih baik daripada mereka yang diajar melalui kegiatan berpikir membaca langsung. berdasarkan hasil ini, dapat disimpulkan bahwa metode pengajaran resiprokal dapat digunakan sebagai metode alternatif untuk mengajar membaca, sehingga siswa dapat memahami teks secara komprehensif. ini juga membuat para mahasiswa lebih aktif dalam proses belajar mengajar dan dapat meningkatkan kemampuan mereka juga. hamdani, b. (2020). teaching reading through reciprocal teaching method. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 23-34. 24 kata kunci: efektivitas; pemahaman membaca; metode pengajaran resiprokal introduction since the 4.0.industry revolution in which people are able to get information perfectly throughout the world, people need a mean of international communication much more than it used to be. that is the reason why english as a lingua franca plays an important role. its role can be seen in almost every field including education. comprehending english means acquiring such four basic skills of language, one of which is reading. reading is a stepping stone to be success, not only in education but also in everyday life (diah r w and kurniasih, 2018:01). moreover, reading is a thinking process in order to recognize words require interpretation of graphic symbols (roe, 2012:34) . it is an activity of understanding written texts. by reading, the university students are able to access any information they need to support their study. it is supported by anderson (1999) that reading is the most important skill to be learnt by students because by reading they can get greater progress and attain greater development in all academic areas. to comprehend a reading selection thoroughly, a person must be able to use the information to make conclusion and read critically and creatively to understand the figurative language, determine the authors’ purpose, evaluate the ideas presented, and apply the ideas to actual situation. all of the skills involve thinking process. furthermore, hedgcock and ferris (2009:49) states that reading is a complex interaction of cognitive processes and strategies used by the reader and various types of information contained in the text. in that process, the readers integrate their existing knowledge with the information containing in the text and context of the reading situation. in other word, reading is an interaction between knowledge and experiences of an individual reader and the characteristics of a given text (hedgock and ferris, 2009:73) next, sulistyo (2011:20) states that the process of uncovering the writer’s message in the written text is commonly called reading. based on the statement above, directed reading thinking activities and reciprocal teaching method were chosen as methods which is going to be investigated in this research. in other words, reading is also an interactive process that connects the reader and the text, resulting in comprehension (saraswati ayudiah and sumarsono p ,2014:02) directed reading thinking activities (drta) was developed by stauffer in 1969. directed reading thinking activities is a method that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their prediction. there are some phases of application of directed reading thinking method that should be implemented for teaching reading. as the first phase of directed reading thinking method is the pre reading phase. it focuses on the instruction of the topic to be discussed. in this case, the teacher concerns building a rich conceptual background or activating schemata of the selection in a number of different ways such as delivering questions related to the topic. the second phase is prediction. prediction refers to any speculation about the content of the reading material. in order to make a prediction, students use their celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 25 background knowledge about the topic. in this phase the teacher should introduce the topic through delivering question related to the topic to the students. the third phase is silent guiding. this phase focuses on the process of comprehending the text and finding the information. students are asked to read the text to seek information, which are related to their predictions, either supporting or not supporting of information. the fourth phase is post reading phase. in this phase, the teacher asked the students to submit the questions. next, the second method is reciprocal teaching method. reciprocal teaching method is a method for demonstrating and developing reading comprehension in a group setting. reciprocal teaching method is an instruction that utilizes four comprehension strategies (predicting, questioning, summarizing, and clarifying) in the form of a dialogue between teachers and students regarding segments of a text (choo, eng, & ahmad, 2011:141). reciprocal teaching method was developed to take students through the steps of reading comprehension, so that after repeated practice, the students come to use, on their own, reading strategies that pay off in high rates of comprehension. each strategy in the reciprocal teaching method has a crucial role in reading comprehension process. predicting involves finding clues in the structure and content of a passage that might suggest what will happen next. clarifying involves discerning when there is a breakdown in comprehension and taking steps to restore meaning. summarizing is a one or two sentence statement that tells the most important ideas contained in a paragraph or section of text. the summary should contain only the most important ideas and should not include unimportant details. a summary should be in the student’s own words. questions are constructed important information, rather than unimportant details in the text. further, doolittle, hicks, triplett, nicholas, and yound (2006:107) stated that questioning involves the identification of information, themes, and ideas that are central and important enough to warrant further consideration. the central or important information, themes, or ideas are used to generate questions that are then used as selftests for the reader. questioning provides a context for exploring the text more deeply and assuring the construction of meaning. summarizing is the process of identifying the important information, themes, and ideas within a text and integrating these into a clear and concise statement that communicates the essential meaning of the text. summarizing may be based on a single paragraph, a section of text, or an entire passage. clarifying involves the identification and clarification of unclear, difficult, or unfamiliar aspects of a text. these aspects may include awkward sentence or passage structure, unfamiliar vocabulary, unclear references, or obscure concepts. predicting involves combining the reader’s prior knowledge, new knowledge from the text, and the text’s structure to create hypotheses related to the direction of the text and the author’s intent in writing. in addition, cooper and greive (2009:p.46) provide explanations of what students need to do with each strategy in the reciprocal teaching method in learning process namely in questioning the text, students are to concentrate on the main idea and check their immediate level of understanding. in clarifying, while the text is being read, students are to critically evaluate the meaning of unfamiliar words and phrases and to draw upon the collective knowledge of the team members. in addition, they are to seek hamdani, b. (2020). teaching reading through reciprocal teaching method. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 23-34. 26 the essence of ideas, main ideas, and themes contained in the text. in summarizing, students are to restate the main ideas and themes in their own words, when summarizing, to ensure that they have fully understood them. in predicting, at critical points in the reading of the text students are to pause, to draw and test inferences from the text about future content. the directed reading thinking activities and reciprocal teaching method were chosen by researcher as a teaching model in this research in fourth term of english education study program of faculty of tarbiyah of zainul hasan university genggong probolinggo with some judgments. first, there were some problems with the students’ reading ability of narrative texts in english teaching and learning process that researcher found in conducting the classroom observation during reading class. the problems are: (1) difficulty to answer some questions in the ielts reading testing, (2) difficulty to get ideas of a text or paragraph in the ielts reading testing, (3) low motivation to read an english text especially ielts reading testing, and (4) no having much opportunity for them to develop the reading comprehension abilities, since most of time english language teaching emphasizes on linguistic knowledge such as grammar points and vocabulary. second, the result of ielts students’ reading tests were also unsatisfying, since for understanding of reading a text could be seen from their capability to answer the questions related to the texts. third, the researcher considers that the reciprocal teaching method is important to be implemented as an instructional model in teaching and learning process at the fourth term of english education study program of faculty of tarbiyah of zainul hasan university genggong probolinggo in an action to cope with the student’s crucial problems in reading comprehension. the following studies investigated the implementation of reciprocal teaching method and directed reading thinking activities: suryanto (2009) investigated the improvement of the eleven grade of man muara tewen, central kalimantan. he implemented reciprocal teaching to improve the student’s reading comprehension. though his study, it was found that the student’s reading comprehension improved significantly. it could be seen in the result of reading tests. in his preliminary study the mean score of the class was 53.56. the result of reading test in the end of first cycle indicated that the mean score was 58.69. then, the result of reading test in the end of the second cycle was 72.00. it was also found that both the teacher and the students executed their duties actively and cooperatively in the teaching and learning process through the strategies applied in reciprocal teaching. the teacher gave assistance as needed and the students worked together and helped each other to understand the text provided. the students gave positive reactions towards the implementation of reciprocal teaching. zakiya (2008) conducted classroom action research on the implementation of reciprocal teaching method in the teaching of reading comprehension iv at the fourth semester students of state islamic university of malang. the study was aimed at improving the students’ reading comprehension in three stages of reading activity: prereading, whilst-reading, and post-reading. the result of the study was reciprocal teaching method can effectively improve the students’ reading comprehension. indrayani (2005) studied on the implementation of reciprocal teaching method for the teaching of english for specific purpose (esp). the study was addressed to the celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 27 first semester students of the biology department of the state university of malang who learnt esp. the aim of the study was describing the implementation of reciprocal teaching method which involved the teaching steps, the instructional materials, the assessment, and the students’ reaction to the method. through this study, it was found that the students had positive reaction toward the implementation of reciprocal teaching method which they said that they liked the grouping technique of reciprocal method. harun (2015) conducted a research entitled the effect of using directed reading thinking activities strategies on reading comprehension ability across students’ personality. its research was a factorial design with post-test design using two groups of second year students of mts nasrudin in the academic year 2015/2016. the result of the data analysis showed that the means of reading comprehension of the experimental group using the directed reading thinking activities strategy and control group using conventional strategy was statistically different (sig. 0.001 < sig 0.05). it indicated that directed reading thinking activities was significantly effective in teaching reading comprehension. to enrich the theory of the method, the researcher conducted the study of the effectiveness of reciprocal teaching method of the teaching reading comprehension at the fourth term of english education study program using ielts reading testing. by considering the description above and going beyond these theoretical justifications, an experimental study seemed to be interesting to be carried out and the directed reading thinking activities and reciprocal teaching method became the method which were going to be implemented which its effectiveness. thus, the research entitled “teaching reading through reciprocal teaching method” was conducted. based on the background above the research problem of this study is formulated as do university students taught by using reciprocal teaching method have better reading comprehension than students taught by using directed reading thinking activity? concerning the statement of the problem above this research is aimed to find out the effectiveness of the reciprocal teaching method in reading comprehension activities. the researcher assumes that the achievement of students taught by using reciprocal teaching method is different from those taught by using directed reading thinking activity. the research hypothesis as follow: the students taught by using reciprocal teaching method have better comprehension than the students taught by using directed reading thinking activity. the result of this research is expected to give theoretical and practical contributions. theoretically, the finding of the study is expected to support the theory of the reciprocal teaching method. besides, it is hoped that this finding will motivate some other researchers to do further studies in proving the effectiveness of this method and it can be a relevant reference for other researchers who want to conduct a research dealing with similar topic. practically, it provides teachers an alternative strategy to be used in teaching reading to increase the students’ reading ability in understanding narrative reading texts. method this study employed a quasi-experimental research, non-randomized control group, pretest-posttest design as recommended by ary, et.al (2010). the population of the research was fourth term of english education study program in the academic year hamdani, b. (2020). teaching reading through reciprocal teaching method. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 23-34. 28 2018-2019. class a consisting 17 university students was taken as the experimental group, and class b consisting of 17 university students was taken as the control group. the instrument of this research was test, as pre-test and post-test in reading passage on ielts reading testing. it was taken from barron ielts testing. it consisted of 10 items. the scoring was dichotomies in which correct answer scored 10 and incorrect answer scored 0. therefore of 10 items, the maximum score was 100 and minimum score was 0. the scores of the students’ pre-test and post-test were the data sources. the next step that should be done after having collected the data for the research is to analyze the data obtained. data analysis was aimed at testing the research hypothesis. the result of the pre-test was to know the students’ ability in comprehending the texts for both groups before the experiment and to know whether it has been normally distributed and have equal ability being treated. the comparison of the pre-test result was to know the students’ ability in comprehending the texts for both groups before the experiment, to know whether it has been normally distributed and have equal ability being treated and to know whether there was significant difference or there was no significant difference. if the comparison of pre-test result showed that there was significant difference, the post-test analysis uses ancova. meanwhile, if the comparison of pre-test result showed that there was no significant different, the post-test analysis uses independent t-test. meanwhile, the post-test was to know the students’ ability in comprehending the texts after the treatment and to test the nihil hypothesis (ho) whether it was accepted or rejected. the result of the students’ score then was calculated using spss 16. findings and discussion findings result of pretest the pre-test is done to know the university students’ ability in comprehending the texts for both groups before the experiment. it is to know whether it has been normally distributed and have equal ability before treated. next, the comparison of the pre test result was to know the students’ ability in comprehending the texts for both groups before the experiment. if the comparison of pre test result showed that there was no significant difference, the post test analysis used ancova. table 1. group statistics group research n mean std. deviation std. error mean achievement experiment group control group 17 17 47.6471 42.3529 7.52447 10.91410 1.82495 2.64706 celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 29 table 2. independent sample test levene’s test for equality of variance s t-test for equality of means f sig . t df sig. (2-tailed mean differe nce std. error differ ence 95 % confidence interval of the difference lowe r upper achievement equal variances assumed equal variances not assumed 2.40 3 .13 1 1.64 7 1.64 7 32 28.40 7 .109 .111 5.2941 2 5.2941 2 3.215 18 3.215 18 1.254 99 1.287 63 11.84 322 11.87 586 from the table above, it could be seen the summary result of the pre-test for the experimental group and the control group. it showed that the mean score of pre-test of the experimental group was 47.64 and the control group was 42.35. based on the result of the calculation of pre test from experimental and control group, the p-value was .109, which is higher than 0.5 (two-tailed). from the data of mean score, it could be stated that there was significant difference between the average scores of experimental group. as a result, the analysis of post test used independent t-test. result of posttest analysis it has been described on the previous section that to determine whether the scores obtained by the students in the two groups both experimental and control significant difference, the analysis of independent t-test with the critical value of p< = .05 was used. the reason for applying this analysis has also been clearly stated in that chapter. by using computer with the spss program, the obtained data were analyzed. it was found that the mean score of the experimental group was 70.5882. meanwhile, the mean score of the control group was 40.5882 the result of the computation of the total scores of the students on the 10 item test indicated that the p-value was 0.000, which was lower than 0.05 (two-tailed). it indicated that the post test result of experimental and control groups were significant difference. table 3. group statistics research group n mean std. deviation std. error mean achievement experiment group control group 17 17 70.5882 40.5882 10.28992 9.66345 2.49567 2.34373 hamdani, b. (2020). teaching reading through reciprocal teaching method. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 23-34. 30 table 4. independent sample test levene’s test for equality of variances t-test for equality of means f si g. t df sig. (2tailed mean differe nce std. error differe nce 95 % confidence interval of the difference lower upper achievement equal varians assumed equal variances not assumed .247 .6 22 8. 76 3 8. 76 3 32 31.8 75 .000 .000 30.000 00 30.000 00 3.4236 6 3.4236 6 23.026 23 23.025 15 36.9737 7 36.9748 5 this table showed that the total score obtained by the students in the experimental group was significant difference from that of the control group. this means that reciprocal teaching method is more effective than directed reading thinking activity. hypothesis testing the hypothesis of the present study states that there is a significant difference between the learning achievement of the university students taught with reciprocal teaching method in the teaching of english reading comprehension and those who are taught english reading comprehension by using direct reading thinking activities. this finding shows that the alternative hypothesis formulated above is accepted. thus, reciprocal teaching method gives better contribution to the students’ comprehension than of direct reading thinking activities. the implication is that reciprocal teaching method gives positive effects on improving the students’ ability in english reading comprehension. discussion the result of the data analysis presented in previous section showed that the alternative hypothesis that states the students who are taught reading through reciprocal teaching method achieve better in reading comprehension than those who are taught through directed reading thinking activity is accepted. it can be seen from the result of analysis on the post-test, the scores of the experimental group exceed from those of the control group. the mean score of the experimental group on the reading achievement on the pre-test is 42.3529 , while in the post-test, the mean score is 70.5882. this showed that the achievement of the experimental group after the treatment is higher, that is 28.2353 points. this finding is in line with palinscar and brown (1984) that found in their research that the use of the reciprocal teaching method increased the students’ scores on celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 31 reading comprehension. the improvement is reflected in the scores the students’ achievement after the implementation of this method. the improvement on the post test is affected by some reasons. first, the implementation of the reciprocal teaching method is interesting for the students as they never got before. this method needs the students’ involvement on every discussion well. second, the students are more active in discussing the materials because they have their own responsibility in turn so that they try to do their best. since one group only consists of four students. they apply every method with predicting, clarifying, questioning, and summarizing within their group without feeling shy or frightened. third, they can share ideas within their group without feeling afraid of making mistake because the members of the group help each other to find the solution. in addition, they can use their background knowledge to share in the discussion. when summarizing, the students are given a model by the teacher first, so that they can do it easily. at last, the consistent way of teaching makes the students get ease to understand the material because they have the clear steps to do it. after applying this method, the students get ease to make inference from the text. by doing discussion, sharing ideas and having responsibility to lead the discussion for several meetings. it can be seen from the result of the post-test. if it is compared to the result of their pre-test, they get score improvement. the comprehension activities done in modeling to apply the reciprocal teaching method are included predicting, clarifying, questioning, and summarizing. predicting occurs when the learners are asked to predict about the content of the information from the topic. they make predictions about what they think will happen in the text. in this stage, the learners activate their background knowledge or experiences to predict what the text will be performed. their predictions guide them to find out the purpose of reading. clarifying has become an important activity where the learners need more explanation about some difficulties found in the text, such as: new vocabulary and unclear referent words. this step trains the learners to monitor their comprehension rather than just reading blindly. questioning provides a basis for self-testing and interaction with others in the group. it carries the learners into the longer stop in comprehension activity. when learners generate questions, they identify the information that become significant enough to provide the substance for a question. then they pose the information in their question form and self-test to ascertain that they can indeed answer their own questions. summarizing helps the learners to integrate what the text tells about. they will produce their comprehension of reading text by presenting the information they got. the summary may come across sentences, paragraphs, and also the passage as a whole. however, the basic procedure in the reciprocal teaching method is that the learners are generally focused on the sentence and paragraph levels. as they become proficient, they are able to integrate at the paragraph and passage level. on the contrary, the improvement of the mean score of the students’ reading achievement of the control group is low. the result on the pre-test showed that the mean score they achieve is 42.3529, while on the post-test, they achieve is 40.5882. the score on the post-test is lower with the score on the pre test. this condition occured because the teacher doesn’t apply an interesting appropriate method as the result the students do hamdani, b. (2020). teaching reading through reciprocal teaching method. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 23-34. 32 not involve in the discussion well. to sum up, the finding of this research has shown that reciprocal teaching method is more effective than that of directed reading thinking activity on reading comprehension. based on the data presented in the previous section, it was found that reciprocal teaching method could bring a good progress on the students’ reading comprehension. the involvement of the method toward students’ comprehension was evidenced by the students’ willingness to share ideas among the group and to help each other in understanding reading texts. moreover, the anxiety and shyness could also be reduced because the students worked in small groups. when they were asked to report their works to the whole class, the felt confident because their answer was not just from himself alone, but from the whole group. the implementation of the reciprocal teaching method improves the students’ reading ability because of some reasons. first, in predicting, the students predict about the content of the information from the topic. they make prediction about what they think will happen in the text. at this stage, the students activate their background knowledge to predict what the text will be performed. their predictions guide them to find out unfamiliar words, determine implicit and explicit meaning and coda. here, the students are asked to get the main topic or idea based on the title before they read the text. when it is done within the group, they are free to do so without feeling shy or afraid to share their ideas. next, in clarifying the students need more explanation about some difficult word that found in the text. this step trains the students to monitor their comprehension rather than just reading individually. within the group, they can do it easily because every member of the group gives their ideas. in addition, in questioning the students have chance to get a basis for interaction with others in the group. when the students generate questions, they identify the information that become significant to provide the answer for a question. then they pose the information in their question form to ascertain that they can indeed answer their own questions. the last is summarizing. it helped the students to integrate what t he text tells about. they will produce their comprehension of reading text by presenting the information they got. the summary comes across sentences, paragraphs, and also the passage as a whole. in conclusion, the finding of this study has shown that reciprocal teaching method is more effective than that of direct reading thinking activity. this finding supported the emerging theory of palinscar and brown’s (1984) on reciprocal teaching method. besides, it also supported some previous researches. conclusion from the whole data analysis of the present study, it can be concluded that reciprocal teaching method is effective for the teaching of english reading comprehension. furthermore, the present study has proved that reciprocal teaching method gives better positive effects upon direct reading thinking activity for developing the students’ english reading comprehension skills. the use of reciprocal teaching method in this research was significant difference than directed reading thinking activities. therefore, the alternative hypothesis is accepted. it means that reciprocal teaching method is more effective in teaching reading than directed reading thinking activities. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 33 referring to the result of this research, there are suggestions for english teachers and english lectures, especially those who teach reading. first, they should choose the proper way to teach reading so that the students do not get difficulty in understanding the material. second, the english teachers and english lectures should take students’ involvement more in the teaching learning process. it is done to make the students more active in doing discussion. it is recommended for the future research that this method can be used to investigate any kind of reading texts such as toeic reading test and toefl reading test can be done to conduct a research on different skill such as speaking skill. references anderson, n. 1999. exploring second langugae reading. canada:heinle&heinle publishers. ary,d.,et al. 2010. introduction to research in education. (8th ed). usa : wadswort publishing company. choo, t.o.l.,eng, k.t, and ahmad, n. 2011. effects of reciprocal teaching strategies on reading comprehension. the reading matrix, vol. 11 (2). 149-150. cooper, t. and greive, c. 2009. the effectiveness of the methods of reciprocal teaching, as applied within the nsw primary subject human society and its environment: an exploratory study. education papers and journal articles. vol. 3 (1), 45-52. diah retno widowati, kurniasih kurniasih. 2018. critical reading skill and its implication to speaking ability in multicultural classroom. a journal of culture, english language teaching, literature and linguistics (celtic). vol 5, no 2 (2018) doi :10.22219/celtic.v5i2.7618 doolittle, p.e.,hicks, d.,triplett, c.f.,nicholas, w.d.,and young.,c.a. 2006. reciprocal teaching for reading comprehension in higher education: a stategy for fostering the deeper understandingof texts. international journal of teaching and learning in higher education. vol. 17 (2), 106-118. harris, k.r. and graham, s. (eds.).2007. teaching reading comprehension to students with learning difficulties. new york: the guilford press. harun, ali. 2015. the effect of using drta strategy on reading comprehension across students’ personality. unpublished thesis:graduate program state university of malang. hedgock, j.s & ferris, d.r. 2009. teaching readers of english: students, texts, and contents. new york : routledge. indrayani, n.,2005. the implementation of reciprocal teaching method for the teaching of esp at the biology department of the state university of malang. unpublished thesis malang:graduate program state university of malang. roe, b.,smith, s.h.,and burns, p.c.2012. teaching reading in today’s elementary schools (what’s news in education) 11 th edition. wadsword:cengage learning. saraswati ayudiah and sumarsono p. 2014. the use of mind-mapping to improve students’ reading comprehension at sman 1 grati pasuruan. a journal of http://ejournal.umm.ac.id/index.php/celtic/article/view/7615 http://ejournal.umm.ac.id/index.php/celtic/article/view/7615 http://dx.doi.org/10.22219/celtic.v5i2.7618 hamdani, b. (2020). teaching reading through reciprocal teaching method. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 23-34. 34 culture, english language teaching, literature and linguistics (celtic). vol 1, no 2 (2014): november 2014. doi: 10.22219/celtic.v1i2.4666 stahl, k.a. 2008. the effect of three instructional methods on the reading comprehension and content acquisition of novice readers. journal of literacy research, 359-393. sulistyo, g.h.2011. reading for meaning, theories, teaching strategies, and assessment. malang: pustaka kaiswaran. suryanto.,b. 2010. implementing recirpocal teaching method to improve the reading comprehension ability of the eleventh graders of man muara teweh, central kalimantan. malang : unpublished thesis graduate school state university of malang. zakiya. l.,f. 2008. improving reading comprehension on the fourth semester english students of islamic university of malang using reciprocal teaching. unpublished thesis. malang: state university of malang in graduate program in english language education. http://ejournal.umm.ac.id/index.php/celtic/issue/view/517 http://ejournal.umm.ac.id/index.php/celtic/issue/view/517 http://dx.doi.org/10.22219/celtic.v1i2.4666 celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 151 the morpho-phonemic processes in indonesian advertisement’s slogans 1octavia chandra dewi*, 1lia maulia indrayani, 1ypsi soeria soemantri 1english linguistic department, universitas padjadjaran, indonesia *corresponding author: octavia19001@mail.unpad.ac.id abstract the use of slogans in the advertisements to introduce and to attract public’s attention upon the products advertised are essential. the use of morpho-phonemic forms as the morphological process in the indonesian advertisements’ slogans nowadays are interesting to be analyzed since there are lots of them use unique forms to attract public’s attention upon the product. the public’s attention upon the advertisements would influence the level of public’s awareness upon the product and eventually would raise the number of purchase and the usage of the product offered. this research explained the forms of the morphological process used in the indonesian advertisement’s slogans, and the purposes of the morphological process used in the indonesian advertisement’s slogans. based on o'grady and dobrovolsky’s theories, this research uses descriptive qualitative method by observing and documenting the forms of morpho-phonemic changing which are used in indonesian slogans, continued by analyzing the data. the objects of the study were the texts in advertisement’s slogans. the sources of the data were the indonesian advertisement’s slogans from various types of product, which were aired or published in indonesia. the forms of the morpho-phonemic changing were studied based on morphological processes in morphology. slogans should attract the attention from public upon the product advertised to consume or to use it. it is hope that these findings will be useful for the development of language use especially in advertising. keywords: morphological process; morphemic; morpho-phonemic; phonemic; slogan abstrak penggunaan slogan dalam iklan untuk menarik perhatian khalayak dan memperkenalkan merek atas produk tertentu yang ditawarkan sangat penting. penggunaan bentuk morfo-fonemik sebagai proses morfologi dalam slogan pada iklan-iklan di indonesia akhir-akhir ini sangat menarik diulas, karena banyak yang menggunakan bentuk penulisan yang unik untuk menarik perhatian khalayak atas produk yang diiklankan. perhatian publik atas iklan akan berpengaruh besar pada tingkat pemahaman publik atas produk tersebut dan pada akhirnya akan meningkatkan pula angka pembelian dan penggunaan produk yang ditawarkan. penelitian ini menjelaskan bentuk-bentuk proses morfologi dalam proses morfemik dan fonemik yang digunakan dalam slogan iklan di indonesia, dan tujuan penggunaan proses morfologi yang digunakan dalam slogan iklan di indonesia. berdasar teori o'grady and dobrovolsky, penelitian ini menggunakan metode deskriptif kualitatif dengan cara observasi dan dokumentasi atas bentuk-bentuk perubahan morfo-fonemik yang digunakan dalam slogan-slogan di indonesia, dilanjutkan dengan proses analisa data. obyek penelitian ini adalah teks dalam slogan periklanan. sumber data yang digunakan adalah slogan-slogan periklanan di indonesia yang mengiklankan berbagai produk, yang ditayangkan atau dipublikasikan di indonesia. bentukbentuk perubahan morfo-fonemik diteliti berdasarkan proses morfologi dalam studi morfologi. slogan sudah seharusnya menarik perhatian khalayak atas produk yang diiklankan sehingga khalayak tertarik untuk mengkonsumsi ataupun menggunakannya. diharapkan penemuan ini akan bermanfaat bagi perkembangan penggunaan bahasa terutama di bidang periklanan. kata kunci: fonemik; proses morfologi; morfemik; morfo-fonemik; slogan dewi, o. c., indrayani, l. m. & soemantri, y. s. (2020). the morpho-phonemic processes in indonesian advertisement’s slogans.celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 151-162. 152 introduction nowadays, communication is essential. language as the mean of communication have important role to deliver the message in the communication, which can be shared to many people. the way of communication is sometimes use unique way, in spoken language (utterances) or in written language (texts). one way of communication that use texts is through advertisements. advertisements are used to deliver messages to public, particularly to introduce a product to public, through textual communication. according to merriam-webster dictionary advertisement is short film or written notice that is shown to the public to sell a product or to make announcement. the text used in the advertisement’s language which is easy to remember and is used to attract attention is slogan. slogans which were used in indonesian advertisements are unique and attract the public’s attention. they made the public, especially the consumers of the product, remember the messages and easily relate the slogans to the product. slogans like, for example: “kopiko, gantinya ngopi”, or “sampurna hijau, asyiknya rame-rame”, are easily remind the public about the products. in short, slogans can motivate their customers to support their brand, and the best slogan creation is instantly recognizable (zuliana, tanjung, & ardi, 2013). in this research, the researchers had formulated the questions to guide the research process for an analysis. there were some questions to guide the analysis in this research in relation with the morpho-phonetics in the indonesian advertisement’s slogans, and the researchers had simplified them into two, they are: (1) to identify the forms of the morpho-phonetics in the morphological process used in the indonesian advertisement’s slogans, and (2) to find out the purposes of the morpho-phonetics in the morphological process used in the indonesian advertisement’s slogans. though the data taken were written some in indonesian and others in english, and need to be seen the differences between them (napitupulu, 2016) (nuryadi, 2019), however, the focus of the study is simply about the morpho-phonemic processes in the slogans in advertisements aired or published in indonesia. based on the statement of yule (2010), morphology is the study of word forms. the elements in the word forms are called as morphemes. meanwhile, booij (2005) argued that morphology is the sub discipline which deals with word forms, such as lexemes, inflections and derivations. morphology has an impact to the development and the perception of words (akbulut, 2017). kridalaksana (1988) also argued similarly, that morphology is the study of morphemes and their arrangements in the word formation. morpheme is the smallest unit of a meaning or a grammatical function (yule, 2010). this was also stated by plag (2002) that morphemes are minimal linguistic unit with a lexical or grammatical meaning. morphemes only refine and give extra grammatical information to the existed meaning (halawa, raflis, & reni, 2017). this unit, could be a word or parts of words. according to o'grady and dobrovolsky (1997), morphological processes are changes in written english which are morphologically conditioned and involve spelling. furthermore, morphological process deals with the word formations, or to be more specific, the forming of morphemes. morphological processes can be said as the methods in which new words are formed (kolanchery, 2015). thus, it can be morphemic, or phonemic. the morpho-phonemic process is celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 153 included in the morphological processes as the process of phonological realization of a morpheme (nopriansah, 2016). the morphemic form in morphological process is a combination of one morpheme with another morpheme to form new morpheme. in the advertisement’s slogans, sometimes this formation contains the brand name of the product, which make this formation unique. this form is called unique forms (parera, 2010). the sample form of this morphemic formation is the slogan of cigarette product a-mild, which says “go ahead”. another form of the morphemic formation in morphological process is the simulfix-affixes as the result of aphaeresis. according to kridalaksana (2008) simulfixaffixes is a type of affix that change the existing phoneme to modify the meaning of morpheme. it does not form syllable and is merged on the root word. meanwhile, aphaeresis is the eliminating of sound or word at the beginning of the word or speech. the sample of this form is in the slogan of cigarette product u-mild, which says “kalo ngasih nggak pernah sedikit, meski dompet lagi pailit”. the affix meat the beginning of the word mengasih (memberi to give) is dropped or merged into “ngasih”. all of these samples of morphemic process are productive word formation process, because they can be used to produce the new words (ratih & gusdian, 2018). the phonemic form in morphological process is when a morpheme with base morpheme attached to one or several phonemes that forms a new morpheme. this is called allomorph, which means a morpheme variation that obtained from a bound morpheme that has the function as a free morpheme. this could be in the form of vowel and consonant that sounds extensively that contribute to construct words (wardani & suwartono, 2019). although the form is a little bit changed, the meaning still refers to the original form. the sample form of this phonemic formation is the slogan of another cigarette product djarum coklat, which says “djarum coklat, nikmat bangeeet”. another form of the phonemic formation in morphological process is the use of free variation of allophone. this form exists in the daily conversation. the sample of this form is in the slogan of cigarette product sampurna hijau, which says “ga ada loe ga rame”. though some researchers have been done before, however, most of those researches were conducted in semantics, semiotics, or pragmatics studies. only a few in small numbers analyzed similar topics in morphology. it is interesting to know the forms of the slogans in indonesian advertisements, and that is why this research is worth doing. slogans are unique because they are intended to attract people’s attention, that why it is an interesting topic for a research. however, the previous researches are mostly done in semantics, semiotics, or pragmatics fields of study, rarely in the field of morphology, as it has been done by sumilat (2015) under the title of “makna slogan dalam iklan elektronik berbahasa inggris pada majalah berbahasa indonesia”, and by maulina, widodo, and rusminto (2018), under the title of “penggunaan bahasa persuasi iklan komersial di televisi dan implikasinya di smp”. sumilat focused the research on the meaning of the slogans, particularly in electronic advertisements. meanwhile, maulina focused the research on the language use of commercial advertisements on television and the impact to the junior high school students. mustika and hasanah (2020), husen, wartiningsih, and syahrani (2018), and putrianasari, pradana, anggraini, and waljinah (2019) focused on the language style of the slogan. mustika conducted a research entitled “analisis gaya bahasa pada slogan kemasan dewi, o. c., indrayani, l. m. & soemantri, y. s. (2020). the morpho-phonemic processes in indonesian advertisement’s slogans.celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 151-162. 154 makanan produk jepang”, husen conducted a research entitled “analisis gaya bahasa dalam slogan makanan ringan di pontianak kalimantan barat”, while putrianasari conducted a research entitled “analisis kesalahan gaya bahasa pada iklan produk minuman di televisi”. viramdani and himmawati (2017) conducted a research entitled “morpho-semantic analysis in electronic product brands” that focused on the morphology and semantic study upon the product brand. meanwhile, another research which has been done in morphology was conducted by jatnika, suganda, wahya, and sobarna (2014) entitled “'typical' morphology system of language advertising of cellular services” which analyzed the morphological processes in the language use of cellular services’ slogans. method according to creswell (2014), there are some steps in qualitative method, they are: 1. emerging methods 2. open ended-questions 3. interview data, observation data, document data, and audiovisual data 4. text and image analysis 5. themes, patterns interpretation due to the explanations of creswell, the researchers decided to use qualitative research method in this research, because it was the most suitable for the research. this research design was a descriptive qualitative method through documentation, literary, and observation analysis upon the texts used in the indonesian advertisement’s slogans. for the techniques of data collection, the researchers referred to the techniques used by arikunto. according to arikunto (2013) there are four methods in collecting data, namely: 1) interview, 2) observation, 3) questionnaire, and 4) documentation. based on the methods by arikunto, the researchers used the documentation methods in collecting the data. figure 1. theoretical outline the object of this research was the texts in advertisement’s slogans. the source of the data analysis was the indonesian advertisement’s slogans from various types of morphological process advertisement’s slogan morphemic phonemic purpose analysis celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 155 product, which were aired or published in indonesia. those data sources were taken from internet, as it can be seen in the table 1 below. the choosing of this object was based on the assumption that indonesian advertisement’s slogans are unique and have their own special ways in attracting the public, especially the consumers, through textual approach in morphological processes. in this research, the researchers analyzed the morphemic and phonemic upon the indonesian advertisement’s slogans through the morphological processes upon the texts based on inductive research in a structured frame of thinking. there was hypothesis that the texts used in indonesian slogans were using unique forms from morphological process that forms different idea for the purpose of commercial use. it is understandable that these unique forms were used to attract the public, particularly the consumer targets of the product. to specify the scope of the study, the researchers chose the advertisement’s slogan that contain unique forms in their texts, written in english and indonesian. although several of these slogans were written in english, they were used in indonesian tv commercials. the unique forms were suspected as result of morphological processes, which have differences in morphemic forms and phonemic forms. the use of the unique forms was suspected to data product slogan 1 a-mild go ahead 2 masih banyak celah kok nyerah 3 kalo gue dingin, kenapa loe yang panas 4 taat cuma kalo ada yang liat 5 other can only follow 6 yang lain cuma bisa ngisep asapnya 7 bukan basa basi 8 how low can you go? 9 tanya kenapa 10 sampoerna hijau ga ada loe ga rame 11 asyiknya rame-rame 12 u-mild kalo ngasih nggak pernah sedikit, meski dompet lagi pailit 13 djarum coklat djarum coklat, nikmat bangeeet 14 yang penting hepiii… 15 la lights la lights, enjoy aja 16 star mild losta masta (lots of mild star) 17 extreme mild extremely yours 18 kopiko gantinya ngopi 19 dancow aku dan kau, suka dancow 20 mcdonalds i'm lovin’ it 21 citibank citi never sleeps 22 jaguar grace, space, pace table 1. data source dewi, o. c., indrayani, l. m. & soemantri, y. s. (2020). the morpho-phonemic processes in indonesian advertisement’s slogans.celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 151-162. 156 be the main cause that influence the public to pay attention more on the advertisements and remember the products deeper and longer. by analyzing the forms, the researchers tried to find the characteristics of the morphological processes which appeared in the advertisement’s slogans, to find the forms of the processes, to find the function of the forms, and drew the conclusion. by the effort of the analysis, the researchers hoped that this research would be useful for the linguistics field and gave further information to the readers or the society about morphological processes that form unique slogans in advertisements which might attract the public. findings and discussion the researchers had collected some indonesian advertisement’s slogans which were detected to contain morphological processes in them. there were twenty-two slogans from twelve products taken as data source, as it can be seen in the table 1 above. of those collected data source that contained morphological processes, some of them are detected to have the morphemic processes, phonemic processes, or both processes. the explanations of the processes can be seen as follows: 3.1 morphemic formation in morphological processes morphemic forms in morphological processes are the formation to combine one morpheme with another morpheme to form new morpheme. kolanchery (2015) has explained in his research that this process deals with the structure of words. in his research he explained that there are various processes included in the morphological processes, in the form of morphemic formation. some of them are including the additional of affixes, compounding, shortening, suppletion, alphabet-based formation, etc. the additional of suffix –ly is also a form of morphemic formation, as well as the process of combining two or more stems. in this research, the data source collected have the character of morphological process in morphemic formation. the samples of these formation can also be seen in the data of the present research which are listed below: data 1. go ahead data 2. masih banyak celah kok nyerah data 5. other can only follow data 6. yang lain cuma bisa ngisep asapnya data 7. bukan basa basi data 8. how low can you go? data 9. tanya kenapa data 12. kalo ngasih nggak pernah sedikit, meski dompet lagi pailit data 17. extremely yours data 18. gantinya ngopi data 21. citi never sleeps celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 157 of those data included in this section of morphemic formation, there is another division based on how the words are formed. these data are divided into unique forms and simulfix-affix forms. the explanations are as follows: 3.1.1 unique forms in morphemic formation unique form is a formation of morpheme that contains special morpheme, in this case, the brand name of the product, attached to other morpheme which make this formation unique. parera (2010) argued that a unique form is created when a form which cannot stand alone is combined only with the right partner, such as the form of sunyisenyap, lalulalang, or lenggaklenggok. in relation to this, jatnika et al. (2014) used this theory in their research upon cellular slogans, such as the form of xlalu (xl), in which the brand name of cellular service company is attached to the word selalu, and formed their slogan. the formation of combining brand names to certain words that created unique slogan is also applied in the present research. there are data source that used the combination of the brand names and certain words in their slogans. the samples of this formation can be seen in the following data: data 1. go ahead data 5. other can only follow data 7. bukan basa basi data 8. how low can you go? data 9. tanya kenapa data 17. extremely yours data 21. citi never sleeps in the data above there are unique formations in the slogan texts, namely: ahead, follow, basa, low, tanya, extremely, and citi. they are combinations of two morphemes which form new unique morphemes. the formation of ahead, basa, tanya, and extremely, are combinations of the brand name with other morphemes that form words which can have meaning when they are attached in the clause or phrase. ahead, basa, and tanya, contain phoneme “a” which is a part of the product’s brand “amild”. while extremely is a combination of suffix -ly which was preceded by “extreme”, a part of the brand name of cigarette product, extreme mild. meanwhile, the morpheme “low” is the brand image (perception of consumers) of the product’s brand of “a-mild”, which argued that they have the lowest tar and nicotine in their products. these formations in some processes are called blending, which is attaching together the beginning part of one morpheme onto the end part of another. the slogan “citi never sleeps” of citibank has a little bit different case. it is a part of the brand which stand alone as independent morpheme “citi”, without changing the ending -i to -y to resemble the word “city”. these forms have the purpose to make the brand and the brand image easy to remember and unforgettable. furthermore, it is used to refer the slogan directly to the product. dewi, o. c., indrayani, l. m. & soemantri, y. s. (2020). the morpho-phonemic processes in indonesian advertisement’s slogans.celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 151-162. 158 3.1.2 simulfix-affix forms in morphemic formation simulfix-affixes is a type of affix that does not form syllable, but is merged on the root word, as a result of aphaeresis. this aphaeresis according to kridalaksana (2008) is a process of eliminating sound or word at the beginning of the word or speech. this formation changes the form of the existing phoneme and results to the modification of the meaning of the morpheme. the examples of this formation are ngobrol created from mengobrol (chatting), and ngebut from mengebut (speeding). some data source found for this research are detected to adopt this formation. in the form of daily conversation language, these simulfix-affixes forms are used in the slogans for certain products. the samples of this formation can be seen in the following data: data 2. masih banyak celah kok nyerah data 6. yang lain cuma bisa ngisep asapnya data 12. kalo ngasih nggak pernah sedikit, meski dompet lagi pailit data 18. gantinya ngopi in the data list above, the morphemes nyerah, ngisep, ngasih, and ngopi, are simulfix forms of menyerah, mengisep (menghisap – in daily conversation language), mengasih (memberi – in daily conversation language), and mengopi (derived from “minum kopi” in daily conversation language) respectively. the prefix meis dropped and merged into the root word. in fact, simulfiks ŋcannot be used in the standard language, only be used in the nonformal daily conversation. these forms have the purpose to make the slogans friendlier and more familiar to the public. 3.2 phonemic formation in morphological processes the phonemic form in morphological processes usually happens in the forms of allomorph. kridalaksana (2008) stated that allomorph might be variants of morphemes that appears in another unpredictable morpheme environment, and sometimes act as free morpheme. there are data in this research detected to have the phonemic formation. these form have the formation created from the changing of allomorph, or have unpredictable morpheme forms. the samples of these formation are listed below: data 3. kalo gue dingin, kenapa loe yang panas data 4. taat cuma kalo ada yang liat data 10. ga ada loe ga rame data 11. asyiknya rame-rame data 13. djarum coklat, nikmat bangeeet data 14. yang penting hepiii… data 15. la lights, enjoy aja data 16. losta masta (lots of mild star) data 19. aku dan kau, suka dancow data 20. i'm lovin’ it data 21. citi never sleeps celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 159 data 22. grace, space, pace these data are divided into allomorph forms and free variation of allophone forms. the explanations are as follows: 3.2.1 allomorph forms in phonemic formation allomorph means a morpheme variation that is taken from a bound morpheme which has the function as a free morpheme. according to jatnika et al. (2014), the formation consists of a base morpheme and several phonemes, which creates a new morpheme. in their research, they gave sample words such as suweerr (swear) and sekalee (from the word sekali, means very). these forms relate with the statement given by kridalaksana above. the samples of this formation can be seen in the following data: data 13. djarum coklat, nikmat bangeeet data 14. yang penting hepiii… data 15. la lights, enjoy aja data 19. aku dan kau, suka dancow data 20. i'm lovin’ it data 21. citi never sleeps data 22. grace, space, pace in the data above, it can be seen that there are variations of allomorph in these formations. in the data 13 and 14, the word “bangeeet” and “hepiii” have additional vowels which were attached to the base morphemes. the patterns for these forms will be morpheme banget + vv, and morpheme hepi + vv respectively. “banget” is a daily conversation for “very”, and “hepi” is a daily conversation language for “happy”. the purpose of these formations is to express something in superlative quality. the slogan in data 15 show the form of allophone, results from the use of daily conversation. the word “aja” is derived from the word “saja”, which lost its beginning part. meanwhile, “lovin’” which is ended in velar nasal sound [ŋ] changed into alveolar nasal sound [n]. these formations are typical of daily conversation language, to make the conversation friendlier and more familiar. the formation of “dan kau”, “citi”, and “grace, space, pace”, in data (20), (21), and (22) respectively, are word plays resulted from allomorph. “dan kau” in indonesian has similar sound with “dancow” pronounced in english, to refer the slogan to the brand product “dancow”. the word “city” has the same sound with “citi” to remind the public about the brand product “citibank”. while the slogan “grace, space, pace” has minimal pairs in the sound “ace” to form word play which has a purpose to refer to the brand product “jaguar”. 3.2.2 free variation of allophone forms in phonemic formation free variation of allophone usually exists in the daily conversation. these forms changed the sound according to how they are pronounced in daily language. wardani and suwartono (2019) gave some samples of this changing sounds in their research such dewi, o. c., indrayani, l. m. & soemantri, y. s. (2020). the morpho-phonemic processes in indonesian advertisement’s slogans.celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 151-162. 160 as an addition of phoneme /n/ in word the as /nthe/, or the omission of aspirations in the word pull /phul/ as /pul/. this changing form of pronunciation is the result of some factors, namely native language, age, motivation, etc. some words in the data of the present research are detected to have the characteristic mention above. the samples of this formation can be seen in the following data: data 3. kalo gue dingin, kenapa loe yang panas data 4. taat cuma kalo ada yang liat data 10. ga ada loe ga rame data 11. asyiknya rame-rame data 16. losta masta (lots of mild star) the free variation of allophone is a result of the language use as daily conversation. as it can be seen in the data 3 and data 4, the words “kalo” and “liat” are the free variations from the word “kalau” (if) and “lihat” (to see), respectively. the words “rame” and “rame-rame” in data 10 and 11, are the free variations from the words “ramai” (cheerful; rousing) and “ramai-ramai” (many people acting together), respectively. meanwhile, the slogan in data 16 has a little bit different form. “losta masta” is a result of the way people say “lots of mild star” in unique way as free variation of allophone and a word play. all of these formations have the purpose of being friendlier and more familiar with the public. furthermore, it is to attract the public’s attention and refer the slogans to the brand products. conclusion from the analysis of the slogan texts, it can be seen that there are processes happened in the morphological processes to form unique slogans. they are morphemic and phonemic processes. the morphemic formations might result in unique forms and simulfix-affix forms. while the phonemic formations might result in allomorph forms and free variation of allophone. based on the result of the analysis, the morphological processes are intended to (1) make the brand and the brand image easy to remember and unforgettable, as in: go ahead; how low can you go?; (2) refer the slogan directly to the product, as in: extremely yours; the citi never sleeps; (3) make the slogans friendlier and more familiar to the public, as in: la lights, enjoy aja; i'm lovin’ it; ga ada loe ga rame; (4) express something in superlative quality, as in: djarum coklat, nikmat bangeeet; yang penting hepiii… (5) form word play, as in: aku dan kau, suka dancow; grace, space, pace; losta masta. this analysis of morphological processes on the indonesian advertisement’s slogans hopefully can be useful for us to know about unique forms of indonesian slogan and their function on commercial use, especially for those who want to know the morphemic and phonemic form on the morphological processes. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 161 words can give powerful effect to the readers. with the unique forms that were created well, it might attract the public’s attention, moreover to deliver the message better. references akbulut, f. d. 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(2013). an analysis of language style used in the slogan of advertisement that found in the internet. ejournal bung hatta university, vol.2 (2), 1-8. 206 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index student’s perceptions of english classroom assessment during covid-19 pandemic 1yulia dian nafisah*, 2anton haryadi, 3junaidi mistar 1 sma islam almaarif singosari, indonesia 2 transkomunika research and training institute, indonesia 3 universitas islam malang, indonesia abstract this research aims at investigating the student perceptions of english classroom assessment at an islamic senior high school during covid-19 pandemic. the research involved 314 students from 20 different classes across three academic years. the instrument used was 30 five-point likert scale items from students’ perceptions of assessment questionnaire (spaq) developed by waldrip, fisher, & dorman (2008). after the data were collected and analyzed for reliability and validity using spss20, it was found that the internal consistency/reliability was 0.75. the internal consistency score was high, which means that the average inter-item correlation was high. the discriminant validity was also high, which implies that the instrument was valid. the data were then analyzed descriptively and reported in mean and standard deviation format. it was found that the highest mean belonged to diversity scale and the lowest belonged to student consultation. it means that although the mean of each scale was high, it is expected that the students is consulted and authenticity is improved in this school. keywords: classroom assessment practice; covid-19 pandemic; students’ perception abstrak tujuan penelitian ini adalah meneliti persepsi siswa terhadap penilaian bahasa inggris di kelas di suatu sekolah menengah atas islam. partisipan penelitian ini adalah 314 siswa dari 20 kelas berbeda lintas tiga tahun akademik. instrumennya adalah students’ perceptions of assessment questionnaire (spaq) yang dikembangkan oleh waldrip, fisher, & dorman (2008). setelah data dikumpulkan, data dianalisis reliabilitas dan validitasnya menggunakan spss20. didapati bahwa konsistensi internal/reliabilitas dan validitas diskriminannya adalah 0.75. skor konsistensi internalnya tinggi, yang berarti bahwa rata-rata korelasi antar-item juga tinggi. validitas diskriminan juga tinggi, yang menyiratkan bahwa instrumennya valid. data survei kemudian dianalisis secara deskriptif dan dilaporkan dalam format rerata dan simpangan baku. ditemukan bahwa rerata tertinggi adalah skala keberagaman dan rerata terendah adalah skala konsultasi dengan siswa. artinya, meskipun rerata masing-masing skala termasuk tinggi, siswa perlu diajak berdiskusi terkait aspek penilaian. selain itu, autentisitas perlu ditingkatkan di sekolah ini. kata kunci: pandemi covid-19; persepsi siswa; praktik penilaian kelas e-issn: 2621-9158 p-issn:2356-0401 *correspondence: bundaaka@gmail.com submitted: 2 may 2021 approved: 15 august 2021 published: 15 december 2021 citation: nafisah, y.l., haryadi, a., & mistar, j (2021). student’s perceptions of english classroom assessment during covid-19 pandemic. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 206-218. doi: 10.22219/celtic.v8i2.16450 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 207 introduction far reaching effects of covid-19 pandemic has affected and interrupted all aspects of life, including education. almost all schools worldwide are closed to prevent the transmission of covid-19 (huber & helm, 2020). in indonesia, majority of schools are also closed in an attempt to minimize further spread of covid-19 (abidah, hidaayatullaah, simamora, fehabutar, & mutakinati, 2020). since health and safety of each citizen is prioritized, policies and regulations are enacted by the central government and ministry of education and culture by shifting from face-toface interaction to study from home (wahyono, husamah, & budi, 2020). to maintain the safety and well-being of the students at kindergarten to graduate program level, this policy is inevitable and currently the best available option. almost no country in the world is prepared enough to plan and organize covid-19 friendly educational process. nevertheless, the educational process during this covid-19 crisis time in indonesia is considered to be running relatively well (amalia & sa’adah 2020). this is the conclusion after a thorough literature review from research articles, news, and books about the educational process during the study from home period. however, there are some challenges in online home learning period in indonesia, such as unpreparedness of teachers, students, parents, online learning facilities, information and technology, etc. in anticipating such a sudden change. ariyanti (2020) and amalia & sa’adah (2020) found that internet issue (connection, accessibility, and internet cost) in indonesia became the major obstacles in providing quality online teaching and learning process. the parents could not afford high internet unlimited access due to current economic decline and relatively expensive data subscription cost. the government has attempted to solve this issue by providing mobile internet quota subsidy. however, the resulting internet usage surge yielded in sluggish internet speeds, which caused long delays and buffers in delivering the learning audio or video contents. to solve these problems, the indonesian teachers are then offered to use whatsapp, whatsapp web, google classroom, google group, teamlink, microsoft teams, kaizala microsoft, zoom meeting & webinar, youtube, google hangouts, and others (anugrahana, 2020), depending on their unique circumstances. the audio and video explanation is only provided on request when the students require so. after the tasks are completed and the exercises are submitted via the mutually agreed platforms, the teachers then assess the student works. this fact indicates that assessment role is growing more important in teaching and learning process during this period. assessment is now used to not only score the student learning, but also drive learning and even become learning in itself. thus, it can be concluded that assessment is now more toward formative assessment than summative assessment. it is in line with what birenbaum et al., (2015) state that assessment trend now tends toward formative assessment. the trend of assessment for learning and assessment as learning is even accelerated due to the covid-19. thus, the classroom assessment now uses a combination of summative and formative assessment. yulian dian nafisah, anton haryadi, junaidi mistar student’s perceptions of english classroom assessment during covid-19 pandemic 208 these combined types of assessment is central process in effective instruction (william, 2013), essential as a part of teaching and learning (arrafii & sumarni, 2018), and significantly improve the student english achievement (umar, 2018). to understand student academic achievement, it is very important to understand characteristics of the assessment tasks as perceived by the students (alkharusi, 2011). therefore, it is important to know the student perception on assessment tasks. in an attempt to develop and validate instrument to measure the student perception on assessment task, dorman & knightley (2006) identified five scales, i.e. congruence with planned learning, authenticity, student consultation, transparency and diversity. further development and validation study is then continued by waldrip, fisher, &dorman (2008), which resulted in five similar scales, such as congruence with planned learning, authenticity, student consultation, transparency, and diversity. in indonesia, there is only one study investigating the student perception on english related classroom assessment task (rahman, 2020) using spaq instrument developed and validated by waldrip, fisher, & dorman(2008). it aimed at exploring how students perceive grammar assessment in the efl classroom at the english department of uin ar-raniry. it was found that the students perceived a slight congruence between grammar assessment and the planned learning. in addition, there was inadequate transparency regarding the purpose, authenticity, and assessment forms. in short, the student perceptions of classroom assessment were not good. however, this study was intended for english grammar class at higher education level in indonesia. considering limited number of research about student perception on english language teaching assessment for middle school level in indonesia, this research is aimed at filling the gap on the research and investigating student perceptions of classroom assessment in one of the islamic private senior high school in malang, east java, indonesia. in addition, it is also to discuss if the assessment in this school is in accordance with the assessment principles as set out in the applicable curriculum 2013. method this research employed a survey research to dig into the student perceptions of classroom assessment. creswell (2009) states that survey research quantitatively or numerically describes trends, attitudes, or opinions of a population by studying a sample of that population. the research site was situated at private islamic senior high school in malang, east java, indonesia. the school accreditation is a, which shows that the school is good in terms of curriculum implementation, teaching-learning process, facility, assessment, management, academic staff, and graduate competency standards. total sampling was employed, where the participants were selected based on whether they have been taught by and acquainted with the english subject. in total, 578 students were from three academic years, and studied in 20 different classes of three majors (language study, social study, and natural science study). they were given an instruction to celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 209 complete the student perception of assessment questionnaire (spaq) through google form. then, 314 students completed the self-completed questionnaire by the expected deadline. in this research, the student perceptions of assessment questionnaire (spaq), which was developed by waldrip, fisher, & dorman(2008), was adapted as the instrument to inquire about student perceptions. there were 30 items, which were divided into five scales: the congruence with planned learning (items 1-5); the authenticity (items 6-12); student consultation (13-18); transparency (items 19-24); and diversity (25-30). each item was then presented with five likert scale from strongly disagree to strongly agree. this instrument was chosen due to two main considerations. first is the theoretical grounding and psychometric quality. the theoretical grounding is similar to those of the current applicable curriculum in indonesia and psychometric is relatively simple. second is that the instrument has been tested for validity (m = .50) and reliability (cronbach alpha internal consistency ranging from .68 to .86) during the development and validation phase. the instrument was then translated into bahasa indonesia by an experienced translator. the translated instrument was further checked by both researchers. in addition, a clear explanation on how to rate the statement in the instrument was also provided to make sure any misunderstanding and error were avoided. in collecting the data, the online questionnaire was distributed to the 20 homeroom teachers, who were consulted beforehand. the preset deadline was also communicated to the students through their homeroom teachers. when it was due, the collected data from google form were then exported to microsoft excel format. the completed forms were checked once again to make sure that the data were intact. the collected data were arranged from the highest grand mean to the lowest grand mean. after a thorough checking to find missing values, the data were analyzed using spss 20 to calculate the internal consistency/reliability and discriminant validity with regard to each scale of the student perceptions of classroom assessment. it was found that the internal consistency/reliability using cronbach alpha was .942 and discriminatory validity was .75. it can be concluded that the data were valid and reliable. the next step was to analyze the data descriptively to find out the mean and standard deviation. to facilitate easier checking, the data were calculated using spss20. to conclude the minimum and the maximum length of this spaq 5-point likert type scale, the following formula, i.e. (5−1=4) was used. it was then divided by 5 as the greatest value of the scale, i.e. 4 ÷ 5 = 0.80. the length of the cells is determined below: range from 1 to 1.80 represents very low. range from 1.81 to 2.60 represents low. range from 2.61 to 3.40 represents medium. range from 3.41 to 4.20 represents high. range from 4.21 to 5.00 represents very high. yulian dian nafisah, anton haryadi, junaidi mistar student’s perceptions of english classroom assessment during covid-19 pandemic 210 findings there are two parts in findings section, i.e. overall perception and finding for each scale. in the overall perception, general information about student perception on the classroom assessment is presented. the presentation of each scale follows. overall perception the student perception of the 30 items toward classroom assessment was analyzed descriptively. in table 1, the highest mean came from diversity scale with grand mean of 4.09. it means that most participants agreed that they were given equal chances to complete assessment task, various assessments to choose from, and different ways to complete them. the lowest mean was student consultation scale with grand mean 3.50. it suggests that some participants perceived that the teachers had explained each type of assessment and its scoring method, but they did not help the class to develop rules for assessment in english language learning activities. table 1. the result of student perceptions of classroom assessment parts of questionnaire grand mean standard deviation diversity 4.09 0.98 congruence with planned learning 3.86 0.98 transparency 3.81 0.98 authenticity 3.60 1.04 student consultation 3.50 1.05 the standard deviation (sd) of all the items ranges from .98 and 1.05. the sd is standard, indicating that data on the student perceptions of classroom assessment were normally distributed. finding of each scale in this part, further explanation is given to each scale, consisting of the diversity, congruence with planned learning, transparency, the authenticity, and student consultation. diversity diversity refers to the extent to which all students have an equal chance at completing assessment tasks. there were six statements in this scale. the table below shows the results in detail. table 2. diversity items on questionnaire mean 1. when there are different ways i can complete the assessment. 2. i have as much chance as any other student at completing assessment tasks. 3. i am given a choice of assessment tasks. 4. i am given assessment tasks that suit my ability. 5. i complete assessment tasks at my own speed. 6. when i am confused about an assessment task, i am given another way to answer it. 4.35 4.18 4.04 4.03 4.01 3.96 grand mean 4.09 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 211 as the table shows, the difference between each highest and lowest mean (4.35 and 3.96) is thin. it implies that the students were given more than one way to complete the assessment. therefore, the students felt that they had equal chance to complete them due to the various assessment types. in addition, the students were able to complete assessment at their own speed. they were even accommodated while they were having some difficulties to complete a certain assessment task. in this covid-19 pandemic period, the students in this school were assigned assessment tasks via google classroom and expected to complete them by the deadline. when they had difficulty, they were offered another way to complete them. it is the reason why the diversity scale is the highest among other scales. the congruence with planned learning congruence with planned learning refers to the extent to which assessment tasks align with the goals, objectives, and activities of the learning. this scale consisted of six statements with the grand mean 3.86. the table below shows the results in detail. table 3. congruence with planned learning item on questionnaire mean 1. i am assessed on what the teacher has taught me. 2. my assignments/tests are about what i have done in class. 3. how i am assessed is like what i do in class. 4. how i am assessed is similar to what i do in class. 5. my english assignments/tests examine what i do in class. 6. questions in english subject tests what i know. 4.10 4.01 3.99 3.86 3.66 3.59 grand mean 3.86 as shown above, the highest score is 4.10 and the lowest is 3.59. this scale was high based on the rating criteria. from the top four statements, it was clear that the assessment were congruent with the teaching and learning activities in the class. it indicates that the learning activities and assessment has been well planned. the basic competence, learning contents, and its respective assessment were then communicated to the students. based on the researcher personal observation, the learning activities were planned and written in lesson plans by the english teachers in this school. the lesson plan was then executed in the learning activities and the classroom assessment practices. the students perceived these activities positively. however, some students felt that there was a slight difference between what they did in the class and what they knew. transparency transparency refers to the extent to which the purposes and forms of assessment tasks are well defined and clear to the learner. this scale with the grand mean 3.81 consisted of six statements. the table below shows the results in detail. yulian dian nafisah, anton haryadi, junaidi mistar student’s perceptions of english classroom assessment during covid-19 pandemic 212 table 4. transparency items on questionnaire mean 1. i am told in advance when i am being assessed. 2. i am told in advance on what i am being assessed. 3. i am clear about what my teacher wants in my assessment tasks. 4. i know what is needed to successfully complete an english lesson assessment tasks. 5. i know how a particular assessment task will be marked. 6. i understand what is needed in all english assessment tasks. 4.09 4.03 3.79 3.70 3.68 3.54 grand mean 3.81 as shown in table 4, the highest score is 4.09 and the lowest score is 3.54, which belongs to high category based on the rating criteria. from the two top statements, it indicates that the teachers have done all their tasks such as informing the students when and what would be assessed. as explained in the previous scale, the teachers made a lesson plan, which also include the content and time of assessment. however, as indicated above, some students had some difficulties in understanding what they needed to do to prepare for the assessment task. the authenticity authenticity refers to the extent to which assessment tasks feature real life situations that were relevant to the learner. this scale consisted of six statements with grand mean 3.60. the table below shows the results in detail. table 5. authenticity item on questionnaire mean 1. my english assessment tasks are useful in everyday things. 2. i can show others that my learning has helped me do things. 3. assessment in english examines my ability to answer every day questions. 4. i find english assessment tasks are relevant to what i do outside of school. 5. assessment in english tests my ability to apply what i know to real-life problems. 6. assessment in english examines my ability to answer every day questions. 3.72 3.71 3.58 3.55 3.52 3.49 grand mean 3.60 as shown above, the highest score is 3.72 and the lowest score is 3.49, which indicates a thin difference. this scale is also high based on the rating criteria. the two highest statements indicate that the english assessment was useful in everyday things and the students could explain and show them to the other parties. it also tested the student ability to implement the english to the real life problems and examine the student ability to answer everyday question. in this school, the teachers sometimes assigned the students to look for the example of certain topic, such as congratulating, in the internet. the teacher then would celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 213 discuss with the respective students if this is correct or not. in addition, the material was sometimes adapted from website, such as the current song lyrics. student consultation student consultation means that students were consulted and informed about the assessment task types being assigned. this scale consisted of six statements and had the grand mean 3.50. the table below shows the results in detail. table 6. student consultation items on questionnaire mean 1. my teacher has explained to me how each type of assessment is to be used. 2. i am aware how my assessment will be marked. 3. i have a say in how i will be assessed in english lesson. 4. i can select how i will be assessed in english lesson. 5. in english lesson, i am asked about the types of assessment that are used. 6. i have helped the class develop rules for assessment in english lesson. 3.90 3.60 3.54 3.44 3.40 3.12 grand mean 3.50 as shown in table 6, the highest score is 3.90 and lowest score is 3.12. this scale in general is high according to the rating criteria. based on the top two statements, the teachers had explained about the types of assessment to be used and scoring method. as explained earlier, the lesson plan included the type of assessment and its scoring technique. the teachers then communicated them to the students. however, the students were not always consulted in terms of assessment types and assessment rules. thus, this decision was from the teachers. this fact is due to covid-19 pandemic where the teacher-student communication was just through google classroom and sometimes whatsapp. therefore, the students were not consulted by the teachers. discussion as discussed earlier, this research is driven by the lack of empirical research about student perceptions of classroom assessment, especially within the efl context at middle school in indonesia. a number of findings have improved our understanding about the nature of classroom assessment as perceived by the students. first is about diversity. it was found that the mean score was 4.09 (sd: 0.98). this is the highest mean score among five subscales. one possible explanation to this fact is that the variety of assessment types employed by the english teachers. as insiders to this school, it is true that the teachers combined summative and formative assessment. for example, the teachers assigned many alternative assessments, such as portfolio, performance, product based, project based, selfassessment, peer assessment, etc. the implementation of various alternative assessment types is in accordance with the spirit of curriculum 2013 (azhar, 2018). by administering various assessments, it is more likely that it fulfills student individual characteristics and needs. therefore, it is the possible reason why the highest numbers of students perceive that they were given an equal yulian dian nafisah, anton haryadi, junaidi mistar student’s perceptions of english classroom assessment during covid-19 pandemic 214 chance and different ways to complete assessment tasks. variety of assessment types improve students’ motivation (seale, chapman, & davey, 2000). the various tasks enable the students to express themselves based on their own preferred types of assessment. in turn, it also increases students achievement (umar, 2018). second is about congruence with planned learning. it was found that the mean score is 3.82 (sd .92), which suggests that the assessment was perceived as congruent with the planned learning. the assessment in this school was considered good and in line with the first principle of assessment, i.e. to assess the learning the students have experienced. it is in accordance with curriculum 2013, where the teachers are expected to plan the learning activities and the subsequent assessment. in this school, the teachers prepared the lesson plan before teaching the class so the learning activities and the subsequent assessment are well planned and implemented accordingly. therefore, the students know that what they learn will be assessed during or after the learning activities. the students become more enthusiastic in teaching learning activities when they realize that what they are learning in classroom will be tested on assessment tasks (mcmillan & nash, 2000; santhanam, 2002;brookhart & bronowicz, 2003). student enthusiasm and motivation determines to what extent the students are willing to invest their time and attention to the lesson. the more enthusiastic and the more motivated the students are in learning, the more successful they can be in their language acquisition endeavor (purwanti, puspita, & mulyadi, 2019; rosmayanti & yanuarti, 2018). third is related to transparency. it was found that the mean score is 3.81 (sd:0.98). discrepancy of this scale and congruence with planned learning is very thin. it implies that this scale is somehow related to planned learning or lesson plan. when the assessment is planned in advance, the teachers have the chance to explain the students about the aspects of assessment. it indicates that the assessment is well defined and clear to the learner. transparency has a positive impact on student learning (settiawan & hilmawan, 2016). therefore, there is an increasing need for a greater transparency in assessment processes (rust, price, & berry, 2003). the transparency and democracy should be part of teacher assessment literacy and practice (giraldo, 2018), by letting students know about what is expected from them, assessment time, aspects of assessment, scoring rubrics, grading technique, etc. fourth is authenticity issue. it was found that the mean score was 3.67 (sd:1.04).authenticity here refers to the extent to which assessment tasks feature real life situations those are relevant to the learner. this authenticity enables the students to be more motivated since the lessons they are learning and the assessment to test their learning progress simulate real life experience. authentic assessment is a central element in communicative language teaching (esfandiari & gawhary, 2019). therefore, more english language instructions now integrate authentic learning situation, authentic material, and hence authentic assessment (jaelani & umam, 2021).in addition, authentic assessment is a critical component in curriculum 2013 (hamidah, 2013). however, authenticity is lower than the celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 215 other three scales. the possible explanation to this fact is that pandemic situation forced the teachers mostly to rely on the student worksheet (lks). thus, the teacher did not frequently use authentic assessment. fifth is related to student consultation. it was found that the mean score is 3.50 (sd: 1.05). the mean score for student consultation was the lowest among five scales. it means that some students felt that they did not participate in developing their assessment criteria. the similar finding was empirically supported by the previous studies (cheng, rogers, & hu, 2004; wang et al. 2013; cheng, wu, & liu, 2015). in indonesian context, this phenomenon is similar to a research finding by rahman (2020) that the students were not consulted before deciding the assessment criteria. it is important to consult the students to make sure the assessment is fair and reliable (dancer & kamvounias, 2005; rust et al., 2003).in addition, student participation is really encouraged and expected in curriculum 2013 (pusat kurikulum dan perbukuan, 2014). however, during the pandemic, the teacher were not always in a good time and atmosphere to consult the assessment with some students. the teachers were exhausted with all the burdens, either professional or personal ones. this may explain why this scale was the lowest. in short, the mean scores of five subscales inform that the assessment in this school during home learning is perceived to be good by the students. the grand mean of each scale was more than 3.4 out of 5, which implies the student perception on classroom assessment is high. however, the finding shows that the authenticity and student consultation was the lowest among the other three scales. therefore, it is expected that these authenticity and student consultation scales be improved. conclusion based on the findings of this research, the students agree that classroom assessment in their english subject were congruent with planned learning, authentic, transparent, had been consulted with students, and diverse. the assessment met the criteria of good classroom assessment practice. as the scale is aligned with the applicable curriculum 2013, it means that the english assessment has implemented the directions set by the national curriculum. this research informs the stakeholders such as teachers and educational administrators that student perceptions of english classroom assessment were high. however, some improvements need to be focused on the area of student consultation and authenticity. since the finding shows that student consultation and authenticity scales had the lowest grand mean, it is expected that the students need to be consulted in relation to types of assessment, scoring method, use of assessment, and especially rules of assessment. in addition, it is expected that the authenticity should be improved so the students learn everyday english and they can implement what they learn at school at their daily activities. yulian dian nafisah, anton haryadi, junaidi mistar student’s perceptions of english classroom assessment during covid-19 pandemic 216 references abidah, 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(2013). assessment : the bridge between teaching and learning. voices from the middle, 21(2), 40. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 1 the level of teacher’s feedback: an efl classroom discourse analysis 1aisyah*, 2bayu hendro wicaksono 1stikom muhammadiyah jayapura, indonesia 2universitas muhammadiyah malang, indonesia *corresponding author: aisyah.pasca15@gmail.com abstract the objectives of this research are to know the level of feedback applied by the efl teacher at a junior high school in speaking class and to know the most frequent level of feedback employed by the efl teacher. moreover, this research conducts a qualitative research where the data of this research are the english teacher’s utterances when the teacher taught speaking for vii grade students at one of state junior high school at sentani, papua. meanwhile, the data was gathered through observing and transcribing the video of english teaching and learning process. the analysis of the transcript revealed that: (1) there arethree levels of feedbacks employed by the teacher: feedback of task (6.25%), feedback of process (37.5%), and feedback of self as a person (56.25%) and (2) the most frequent level of feedback employed by the teacher is the feedback of self as a person since it gathered 56.25% during the teaching and learning activity. based on the result of this study, it can be concluded that teacher’s feedback is an important tool to facilitate the learning process become more active. therefore, it is suggested the teacher may use more collaboration of feedback toward students’ response or performance in the learning process. keywords: efl classroom; efl teacher; the level of teacher’s feedback abstrak tujuan dari penelitian ini adalah untuk mengetahui level dari pemberian pemberian umpan balik yang dilakukan oleh guru bahasa inggris dalam kelas speaking dan untuk mengetahui level pemberian umpan balik apa yang paling sering digunakan oleh guru bahasa inggris di dalam kelas. penelitian ini menggunakan pendekatan kualitatif dimana data dari penelitian ini adalah ujaran-ujaran yang diungkapkan oleh guru bahasa inggris di dalam mengajar kelas vii di salah satu sekolah menengah pertama (smp) negri di sentani, papua. sedangkan, data tersebut bisa didapatkan melalui observasi dan mentranskrip video yang didapatkan dari proses pembelajaran bahasa inggris di kelas. adapun, hasil analisis dari penelitian ini menunjukkan bahwa: (1) ada tiga jenis level pemberian umpan balik yang digunakan oleh guru bahasa inggris yaitu pemberian umpan balik dari tugas yang diberikan (6.25%), pemberian umpan balik dari proses pembelajaran (37.5%), dan pemberian umpan balik terhadap pribadi siswa di kelas (56.25%) dan (2) tipe level dari pemberian umpan balik yang paling banyak digunakan oleh guru adalah pemberian umpan balik terhadap pribadi siswa di kelas yang mendapat (56.25%) selama pembelajaran berlangsung. dari hasil penelitian dapat disimpulkan bahwa pemberian umpan balik dari guru adalah media penting untuk memfasilitasi proses belajar menjadi lebih aktif. guru disarankan agar menggunakan lebih banyak kolaborasi dari pemberian umpan balik sebagai tanggapan terhadap respon atau performa siswa di dalam proses pembelajaran. aisyah, & wicaksono, b.h. (2020). the level of teacher’s feedback: an efl classroom discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1-13. 2 kata kunci: pembelajaran kelas efl; guru efl; level dari feedback guru introduction in language teaching, a teacher needs to be a noble controller in order to sustain the quality of language use in the classroom. harmer (2002) proposes that the teacher should pay attention to his or her way when talking and manner when he or she interacts with the students. related to this teacher’s role, the teacher may employ several strategies to control the students’ language use. one of the ways to control the students’ language use in the classroom is by giving feedback. in this case, the teacher monitors and controls the students’ performance on tasks and providing feedback on how well tasks have been completed (hunt& timothy, 2009). the act of conveying feedback is also proved the teacher’s professionalism in enhancing the students’ ability (aisyah & wicaksono, 2018). therefore, enhancing students’ skill in learning english through feedback is a must to prove teachers’ professionalism. feedback is seen as an effective instructional component in the foreign language classroom. hattie (in voerman, et al, 2012) describes feedback as one of the most influential factors in learning. it is as powerful as the quality and the quantity of the instruction. giving feedback towards students work or performance will help to increase the learning process(panhoon & wongwanich, 2014;mollestam & hu, 2016; erkkila, 2013; ferguson, 2011).feedback is also believed as the major investment of time and energy, obscuring even the extent of time expendedin order to prepare and conduct lessons (ferris & hedgcock, 2005; irwin, 2017).therefore, it is important for teachers to give beneficial feedback to improve the learning process. in conveying feedback, teachers should deliberate particular conditions. lenz, ellis and scanion(as cited in noor, et al.,2010)asserted that teachers not only provide feedback emphasize on what students executedinadequately, but also should on issues to enhance future achievements.wen (2013) implied that feedback can be accomplished by adhering to four principles such as, it is converging on the process rather than the product, engaging students’ mind, confirming students’ positive feelings, and intensifying students’ language and ideas.besides, effective feedback should also provide students the opportunity to close the gap between recent and expected accomplishment(al-bashir, et al., 2016; zhan, 2016; adel, 2018).thus, giving the appropriate feedback by considering those principles is a must for the teachers. hattie and timperley (2007), asserted that effective feedback must encounter three major questions: what are the objectives? what progress is being made toward the objective? and what activities need to be undertaken to make better progress? it means that these questions resemble to conceptions of feed up, feedback, and feed forward. how effectively reponses to these questions assist to reduce the gap is partly reliant on the level at which the feedback functions. these involve the level of task performance, the level of process of understanding how to do a task, the supervisory or metacognitive process level, and the personal level (impertinent to the specifics of the task). in short, teachers’ feedback contributes different effects across these levels. some research have been conducted related to teacher feedback. nurmiati (2017) found thatfeedback is effective to improve students’ performance. it is proved that the teacher employed corrective feedback on her students’ speaking performance. the teacher directly altered students’ error in speaking with the acceptable form. in this celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 3 case, recast model of corrective feedback was mostly used by the teacher. however, although the teacher mostly used recast model, but the students had their own preferences that was explicit correction model. the students imparted that explicit correction was helpful for them to know the part of their error and also made them easier to correct the error. therefore,employing teacher feedback is beneficial inorder to assist students avoid the same error in the future accomplishment. another case study have been conducted by irwin (2017). the researcher contextually established the interaction between one teacher's feedback performances and a group of students’ preferences and expectations.the results revealed that though many of the students' feedback preferences were addressed by the teacher, there were some items of diversity. the results also show that though the teacher attempted to proposenumerousstyles of feedback, it persisted largely teacher centered, resulting in students having a slightly passive role in the feedback practices. this study accomplishes that althoughit is essential for teachers to take their students' feedback preferences into account, divergence and assortment of feedback strategies are more crucialdeliberations. indeed, the more various type of feedback occured, the better teaching and learning process will be achieved. however, hattie (in voerman, et al., 2012) found that the occurence of feedback in a classroom is very low, at preeminentcomputable only in seconds per day. this result reveals that there are still a lot of teachers do not conscious the effect of providing feedback.many teachers still disregard the essential effect of giving suitable feedback toward their students’ performance. it can be a cause of the decreasingof learning process and also the learning result. the level of teacher feedback hattie and timperley (2007) divide the level of teacher feedback into four: a. feedback of task (ft) this level includes feedback about how well a task is being accomplished or performed, such as distinguishing correct from incorrect answers, acquiring more or different information, and building more surface knowledge. hattie and timperley (2007) says this level of feedback is most common and is often called corrective feedback or knowledge of results, and it can relate to correctness, neatness, behavior, or some other criterion related to task accomplishment. ft is more powerful when it is about faulty interpretations, not lack of information. if students lack necessary knowledge, further instruction is more powerful than feedback information. one of the problems with feedback at the task level is that it often does not generalize to other tasks. therefore, the teachers need to give a very specific information that contains in this feedback in order to make the correction on students’ performance when accomplishing the task given. b. feedback of process (fp) feedback can be aimed at the process used to create a product or complete a task. this kind of feedback is more directly aimed at the processing of information, or learning processes requiring understanding or completing the task. for example, a teacher or peer may say to a learner, “you need to edit this piece of writing by attending aisyah, & wicaksono, b.h. (2020). the level of teacher’s feedback: an efl classroom discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1-13. 4 to the descriptors you have used so the reader is able to understand the nuances of your meaning,” or “this page may make more sense if you use the strategies we talked about earlier.” c. feedback of self-regulation (fr) self-regulation involves an interplay between commitment, control, and confidence. it addresses the way students monitor, direct, and regulate actions toward the learning goal. it implies autonomy, self-control, self-direction, and self-discipline. such regulation involves “self-generated thoughts, feelings, and actions. for example, “you already know the key features of the opening of an argument. check to see whether you have incorporated them in your first paragraph.” such feedback can have major influences on self-efficacy, self-regulatory proficiencies, and self-beliefs about students as learners, such that the students are encouraged or informed how to be better and more effortlessly continue on the task. d. feedback of self as a person (fs) this level of feedback is put as the last final level not because it is effective but because it is often present in class situations and too often used instead of ft, fp, or fr (bond,smith, baker, & hattie in hattie and timperley 2007). personal feedback, such as “good girl”, “well done” or “great effort,” typically expresses positive (and sometimes negative) evaluations and affect about the student. it usually contains little task-related information and is rarely converted into more engagement, commitment to the learning goals, enhanced self-efficacy, or understanding about the task. feddback of self as a person can have an impact on learning only if it leads to changes in students’ effort, engagement, or feelings of efficacy in relation to the learning or to the strategies they use when attempting to understand tasks. the effects at the self-level are too diluted, too often uninformative about performing the task, and too influenced by students’ self-concept to be effective. the information has too little value to result in learning gains. method this research used qualitative research method in order to provide a clear description of teacher feedback. the researcher chose smp n 2 sentani as the site of research because this junior high school is one of the best junior high school in sentani in which this school has two classess for each batch where the students use bilingual language (english and indonesia language) as the media to learn mathematics and science. the data of this study are the english teacher’s utterances when teaching speaking skill for junior high school students grade vii at smp n 2 sentani. the data was collected by observing the video then, the researcher transcribed the utterances produced by the teacher and the students. when analyzing the transcript, the researcher chose the teacher’s and students’ utterances where feedback occurred based on the classification of feedback stated by hattie and timperley (2007). after defining each level of feedback employed by the teacher, the researcher defined which level of feedback that was frequently employed by the teacher by counting the total how many celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 5 times the level of each feedback occurred. then, the researcher made the interpretation about the findings by re-read the related theory in order to draw a conclusion. findings 1. levels of feedback from the result of analyzing the content of the video, it is found there are three levels of feedback that are used by the teacher; feedback of task, feedback of process and feedback of self as person. the detail result will be described as follow: a. feedback of task (ft) from the result of analyzing, this feedback only occurs one time during the teaching and learning process. in this part, the teacher tries to guide her students’ incorrect answer by delivering question with rising intonation in order to show that she needs clarification from the student’s response about the color of ant. finding: t : [20.b] [20.c] well from your home to school you go every day, can you tell me what animals do you find? you! s4 : [21] ant. t : [22.a] [22.b] ant. you find ants. where do you find ant? s4 : [23] in public transport. t : [24.a] [24.b] in public transportation. what color is the ant? s4 : [25] white. t : [26.a] [26.b] white? (with rising intonation) what color is ant? s4 : [27] black. t : [28] black, right. b. feedback of process (fp) this type of feedback occurs several times during the activities. some of them occur in the classroom and some other outside the classroom. the first finding of this type of feedback occurs where the teacher asks two students in order to brainstorm and invite the students to be active in speaking. finding 1.b: t : [12.b] [12.c] i have a question for tusko. tusko, where do you live? s2 : [13] i live at yahim. t : [14.a] [14.b] yahim. is it far from here? s2 : [15] quite far. t : [16.a] [16.b] [16.c] quite far. what about you, r? where do you live? s3 : [17] i live in doyobaru. aisyah, & wicaksono, b.h. (2020). the level of teacher’s feedback: an efl classroom discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1-13. 6 t : [18.a] [18.b] doyo. is it far from here? s3 : [19] no. t : [20.a] not far. it is just near. finding 2.b: in this section the teacher asks the students to type the things that they can find when they are going to school. she gives feedback just like praises in order to motivate the students to be active and be brave to type their answer. t : [60.a] [60.b] [60.c] [60.d] now continue to the second section which is thing that you find. come on, who will try to type number 1? things that you find, things that you know. yes, you! come on! s11 : [61] ..... (the student is typing her answer) t : [62.a] [62.b] [62.c] car. good. very simple and very famous. number 2? s1 : [63] ..... (the student is typing his answer) t : [64.a] [64.b] [64.c] [64.d] pencil. it is also very simple. can i ask you question? why do you choose pencil to be typed there? s1 : [65] i don’t know. t : [66] you don’t know? s1 : [67] it is just come from my mind. finding 3.b: in this section the teacher shows a picture about a dog that has curly hair with a sweet pink ribbon on its hair. the teacher asks the students to orally contribute many sentences about the picture. t : [80] come on, say something again. s4 : [81] (rising her hand) the dog’s hair is like merlyn monroe. t : [82.a] [82.b] [82.c] yes, the dog’s hair like merlyn monroe hair. very good. ya, who else? s1 : [83] the dog wants to be an artist. t : [84.a] [84.b] yeah, probably the dog wants to be an artist. so, thank you very much all of you are very active in contributing giving many sentences to describe this picture. finding 4.b: in this part the student has a presentation in front of his friends and teacher. he has to present his result of work within his group about describing the interesting thing that they choose around the school. he tries to describe about car and the teacher invites his friends to guess it. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 7 s1 : [90.a] [90.b] [90.c] it can be public transportation or private transportation. it has four tires. it has machines and it has lamps in the front and back of the thing. t : [91.a] [91.b] ok, that’s all thank you. what animal is it? s1 : [92] not animal. t : [93.a] [93.b] [93.c] [93.d] (laugh..) not animal. what is it? what thing is it? can you guess? ss : [94.a] [94.b] car. it is a car. t : [95.a] [95.b] it is a car. is it correct? s1 : [96] yes. t : [97.a] [97.b] [97.c] ok. give applause for everybody. thank you. finding 5.b: this part is same as the previous part where the students have a presentation infront of her friends and teacher. she has to present her result of work within her group about describing the interesting thing that they choose around the school. she tries to describe about a pot and the teacher gives question as the feedback to invite other students to guess it. s5 : [98.a] [98.b] [98.c] [98.d] it contains a living object. it has a hole. it could be for decorating and it uses for gardening. what is that? ss : [99] poottt... t : [100] is it a pot? s5 : [101] yes. t : [102.a] [102.b] yeah, that’s correct. the thing is there, you can see it. finding 6.b: same as the two previous findings, this part the student also presents her result of discussion with the group about the interesting things around the school. the student gives a more complete description about the thing she chosen and it makes the teacher feel curious. the are some feedbacks that the teacher use in this part such as questions and praises. s4 : [103.a] [103.b] [103.c] [103.d] well the color is black. many people step on it. it is not food. sometimes it is useful to frighten away the animals such as aisyah, & wicaksono, b.h. (2020). the level of teacher’s feedback: an efl classroom discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1-13. 8 [103.e] [103.f] [103.g] [103.h] chicken. it has several size. there is a big one and small one. it is also useful to build the house. anyone can guess? t : [104] one question, can we bite it? s4 : [105] emm... no. t : [106] no. so what is that? ss : [107] rocks. t : [108.a] [108.b] [108.c] [108.d] yeah, it is a rock. very good. it is a very good description. give applause for n. c. feedback of self as person (fs) this type of feedback occurs many times during the activities. whether it is in individual or gorup work. the following are the detail description of the feedback: finding 1.c: s5 : [29] i saw dogs. t : [30.a] [30.b] dogs. very good. where? finding 2.c: s6 : [34] i saw many buildings. t : [35.a] buildings, right. very good. [35.b] many buildings especially in the city there are so many buildings. from findings 1.c and 2.c, the fs “very good”occured when the students were able to give their opinion about what animal and what thing that they can find along the way they go from house the teacher. this feedback was used as positive feedback to praise the students’ effort of being active. finding 3.c: s7 : [36] it is a cow. t : [37.a] [37.b] [37.c] [37.d] it is a cow. very good. number 2? raise your hands if you can do that. finding 4.c: s9 : [42] a rhino. t : [43] yeah, good. next? in 3.c and 4.c, the fs “very good” and “good” occured when both of the students were able to answer correctly the pictures of animal that was showed by the teacher on the slide infront of the class. this positive feedback was used to prise the students’ effort when guessing the showed pictures. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 9 finding 5.c: t : [68] ok. can you make sentences based on the words that you have typed there? s12 : [69] yesterday, i prayed at the mosque. t : [70.a] [70.b] yesterday, you prayed at the mosque, not you went shopping at the mosques, right? (laugh....) very good. next? s4 : [71] the hospital is a place for the patient who sick. t : [72.a] [72.b] the hospital is a place for the patient who is sick. right! very good. in 5.c, the fs “very good” occured when the students were able to make a sentence based on the words that have been typed and showed on the slide. the fs were preceeded by the teacher’s confirmation as in [70.a] and repetition as in [72.a]. finding 6.c: t : [76] using a word a cocoon. s3 : [77] a cocoon will change into butterfly. t : [78] very good. finding 6.c showed that the fs “very good” occured when the student was able to tell something about the animal that they can see from the text book. the fs was also used as positive feedback in valuing the student’s response when telling something. finding 7.c: ss : [94.a] [94.b] car. it is a car. t : [95.a] [95.b] it is a car. is it correct? s1 : [96] yes. t : [97.a] [97.b] [97.c] ok. give applause for everybody. thank you. in 7.c, the form of fs which occured was different from the previous findings. in here, the teacher said three different utterances as the positive feedback in valuing the students’ effort when guessing the thing that has been described by one of their friend in front of the classroom. the feedback did not refer to one student only since the guessing has been answered correctly by the entirely students as in [97.b]. finding 8.c: t : [106] no. so what is that? ss : [107] rocks. t : [108.a] [108.b] [108.c] [108.d] yeah, it is rock. very good. it is a very good description. give applause for x aisyah, & wicaksono, b.h. (2020). the level of teacher’s feedback: an efl classroom discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1-13. 10 the 8.c showed that the fs was employed in a complete form. it did not only showed the fs only but it was preceded by the teacher’s justification first as in [108.a] and then ended with specific reason about the description presented by the student as in [108.c] and [108.d]. it seemed like the student was having a good competence of english among her friends in the classroom. finding 9.c: t : [109.a] [109.b] before we close our meeting today, what do you learn today? what lesson do you learn today? s11 : [110] english. t : [111] yeah english, but what kind of lesson? s5 : [112] describing things. t : [113.a] [113.b] [113.c] very good. describing things. what else? by seeing the overall finding of this type of feedback, it seems inline with the statement in hattie and timperley (2007) that this level of feedback is put as the last final level not because it is effective but because it is often present in class situations and too often used instead of feedback of task, feedback of process, or feedback of self-regulation. personal feedback, such as “very good”, “good” or “give applause for...,” typically expresses positive and sometimes negative but it contains little value to the result of learning. using this type of feedback is good as a praise to motivate the students but too many use this type of feedback will not give a good impact on students learning progress. it would be better if the detail description toward students’ response should be given after saying this type of feedback. it will give more informative result for the students about the result of their work. 2.the most frequent level of feedback employed by the teacher from the result of analysis, it is found that the most frequent level of feedback employed by the teacher during the speaking activity is feedback of self as a person. it is proved because this level of feedback occurs nine (9) times during the activity. mostly this type of feedback is used by the teacher after giving simple questions or instructions to each student and when the student can do it, the teacher employs this level of feedback as a praise or reward for his or her effort to accomplish the give activity. the clear result can be seen in the following table: table 1. level of feedback no levels of feedback frequency percentage 1. feedback of task 1 6,25% 2. feedback of process 6 37,5% 3. feedback of self as a person 9 56,25% from the table above, it can be a good lesson for teachers to consider the appropriate feedback for different learning condition. it will be more effective if the usage of other feedback also be increased in order to enhance our students’ result of learning. giving verbal praises or reward only is not enough to motivate them, we need celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 11 to provide them with other feedback to guide them and explain in detail if at the end they cannot find the answer or accomplishing the task. discussion the discussion derived fromthe elaborationofresearch findings and also the related expert theories which is helping to validate the research problem ‘what are the level of feedback employed by the efl teacher at a junior high school speaking class?, and what is the most frequent level of feedback employed by the efl teacher?’. it is found that there are three level of feedback which occured during the teaching and learning proces, those are: feedback of task, feedback of process and feedback of self as person in which feedback of self as a person was the mostly used by the teacher.employing various level of feedback is positively showed teacher’s authority in controling the class. the feedback provide beneficial impulsion for students if it is given as soon as possible during the performance. it is supported by the study from hattie (2012) and brooks, et al, (2019) where they also found thatfeedback can be highly powerful when it attempts in the tendency from the student to the teacher since this affords evidence for the teacher deliberating his or her power upon learning and provides impulsion to modify instruction and future feedback processes. essentially, this condition must occur before the closing of the learning phase. if the enhancement occurs as feedback will receive after learning, then it is overdue and hardly transfer to the novel learning frameworks (hattie, gan, & brooks 2017). the data of findings revealed that the feedback of process and self as a person obtain the higher frequency than the feedback of task. the level feedback of process and self-regulatory are used to students in order to build deeper understanding (brooks, et al, 2019; hattie, 2012).from the data, the teacher directly providing feedback of self as a person whenever the students make some elementary mistakes or when the students provide the correct answer. it is believed that by employingfeedback of self as a person the students can directly correct their mistake. moreover, employing the feedback of process during the teaching and learning practice may assisst the teacher to gain students’ deeper understanding. it teaches the students to enhance their critical thinking toward the material. in this research, the researcher used hattie and timperley’s (2007) feedback model as a conceptual framework since it was considered beneficial to investigate which level feedback was directed to during the formative assessment in speaking. it is supported by willian (2011) and brooks, et al, (2019) in which the formative assesment provide evidence about students achievements and it assist the teacher decides the next phase of instruction. accordingly, the effectiveness of teachers’ employ the feedback types and levels of hattie and timperley’s model may be determined upon the assessment performs of certain learning contexts. conclusion the role of feedback is obviouslyan issue of pivotal because of the emergent evidence that preserves to enhance students’ learning. efl teachers should realize that feedback is an efficient instructional component that has emerged as a valuable medium to facilitate the learning process. the result of finding revealed there are three levels of teacher’s feedback that occur from the efl classroom: feedback of task aisyah, & wicaksono, b.h. (2020). the level of teacher’s feedback: an efl classroom discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1-13. 12 (6,25%), feedback of process (37,5%) and feedback of self as person (56,25%). from the total percentage it can be seen that the most frequently level of feedback employed by the teacher is the feedback of self as a person with 56,25%. this level of feedback is given as verbal praises or rewards and they are preciouselements of classroom interaction as they convey positive feedback. however, if excessively given, this type of feedback may indicate that the teacher has aninsufficient confidence in students’abilities. for the next researcher, it is suggested that the may conduct about the implementation of hattie and timperley model of level of feedback in other area of english language skill such as listening and writing. it is believed that each area of skill will provide novel and deeper insight about the effectiveness of providing level of feedback to students. references adel, a. (2018). remember that your reader cannot read your mind. problem/solution-oriented metadiscorse in teacher feedback on student writing. retrieved from: https://www.reserachgate.net/publication/309184970. aisyah & wicaksono, b.h. (2018). pre-service teachers' belief on professional development: a study on esp teacher. celtic: a journal of culture, english language teaching, literature & linguistics. 5(2), 8-17. al-bashir, m., kabir, r., & rahman, i. (2016). the value and effectiveness of feedback in improving students’ learning and professionalizing teaching in higher education. journal of education and practice. 7(16), 38-41. brooks, c., carroll, a., gillies, r. m., & hattie, j. (2019). a matrix of feedback for learning. australian journal of teacher education. 44(4), 14-32. erkkila, m. (2013). teacher written feedback: teachers’ perceptions of given feedback. department of languages english, university of jyväskylä. p.16 ferguson, p. (2011). student perceptions of quality feedback in teacher education. assessment & evaluation in higher education, 36(1), 51-62. ferris, d. r., & hedgcock, j. s. (2005). teaching esl composition: purpose, process, and practice. mahwah, nj: lawrence erlbaum associates. harmer, j. (2002). the practice of english language teaching: 3rd edition. malaysia: longman. hattie, j. (2012). visible learning for teachers: maximizing impact on learning retrieved from: http://uq.summon.serialssolutions.com/link/0/elvhcxmwy2bqmdmzmqude gqzamaqzgazzmkwlgpqzmgzbj4kuoejdwwsa6k0dxnlkhzzdxh20c0tj ieoxsq ngqob_mbkssjqjie3ebtqo68evdssbqab8xqs hattie, j., gan, m., & brooks, c. (2017). instruction based on feedback. in r. e. mayer & p. a. alexander (eds.), handbook of research on learning and instruction (2nd ed., pp. 290-324). london, england: routledge. hattie, j & timperley, h. (2007). the power of feedback. review of educational research. university of auckland.77(1), 81-112. hunt, g.h., wiseman, d.g., & touzel, t.j. (2009). effective teaching: preparation and implementation. illinois: charles c thomas publisher. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 13 irwin, b. (2017). written corrective feedback: student preferences and teacher feedback practices. iafor journal of language learning. 3(2). 35-58. mollestam, e & hu, l. (2016). corrective feedback on l2 students’ writing. malmo hongskola. p.22 noor, n m et al. (2010). teacher’s verbal feedback on students’ response: a malaysian esl classroom discourse analysis. school of language and linguistics. faculty of social science and humanities. university kebangsaan malaysia. malaysia. nurmiati. (2017). teacher’s corrective feedback strategies on students’ speaking performance and students’ perception toward corrective feedback. universitas tanjungpura pontianak. panhoon, s & wongwanich, s. (2014). an analysis of teacher feedback for improving teaching quality in primary schools. procedia social and behavioral sciences. 116. 4124 – 4130. voermon, l et al. (2012). types and frequencies of feedback interventions in classroom interaction in secondary education. centre for teaching and learning. utrecht university. the netherlands. wen, y. (2013). “teacher written feedback on l2 student writings”. journal of language teaching and research. finland: academy publisher.4(2), 428-429. wiliam, d. (2011). embedded formative assessment. bloomington, in: solution tree press. zhan, l. (2016). written teacher feedback: student perceptions, teacher perceptions, and actual teacher performance. english language teaching. 9(8), 73-84. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 137 integration of “write and improve” awe tool into efl at higher educational establishment: case study 1kateryna karpova* 1taras shevchenko national university of kyiv, ukraine *corresponding author: karpova_k@ukr.net abstract dramatic changes in political, economic, cultural, scientific, and technological spheres, which have taken place in recent decades, have caused noticeable alterations in different societal domains, including education. through the prism of the modern educational paradigm that mainly focuses on meeting the needs of human beings, nowadays, a special place is occupied by icts and their integration into the educational process. the present research is devoted to both theoretical evidence and practical implementation of automated writing evaluation (awe) tool “write and improve” into language learning at a higher educational establishment. we use experimental method titled case study, which allows finding out ways to incorporate the software mentioned above into efl. first and foremost, the author analyses fundamental and contemporary studies in the realm of ict integration into language teaching, learning, and assessment. special attention is paid to awe as cutting-edge software, which utilizes artificial intelligence to assess students’ writing. the data under investigation indicate that using awe computer-assisted programs facilitates students’ management and increases motivation for writing and revision. the article sets a goal to demonstrate that “write and improve” is an example of innovative technology to enhance writing as an essential academic competency. based on profound theoretical substantiations, the author conducts the experiment to test the research hypothesis in the case study. within the framework of the article's written tasks, university students who study english as their major subject at the taras shevchenko national university of kyiv have been chosen. the attempted investigation proved “write and improve” to be highly effective among language learners, thus worth being introduced not only into teaching and learning but also assessment. keywords: awe (automated writing evaluation); case study; efl; icts (information and communication technologies); “write and improve” tool abstrak perkembangan yang dramatis dalam bidang politik, ekonomi, budaya, ilmiah, dan teknologi yang terjadi dalam beberapa dekade terakhir telah menyebabkan perubahan yang nyata di masyarakat, termasuk dalam bidang pendidikan. melalui prisma paradigma pendidikan modern yang menitik-beratkan pada pemenuhan kebutuhan manusia, saat ini tik memiliki tempat khusus dalam hal integrasinya ke dalam proses pendidikan, termasuk dalam proses pembelajaran bahasa inggris. penelitian ini secara spesifik membahas alat automated writing evaluation (awe) yang bernama "write and improve" dalam pembelajaran bahasa di pendidikan tinggi. pertama, penulis menganalisis berbagai penelitian di bidang integrasi tik ke dalam pengajaran, pembelajaran, dan penilaian bahasa dengan fokus khusus kepada perangkat awe sebagai perangkat lunak mutakhir yang memanfaatkan kecerdasan buatan untuk menilai tulisan siswa. analisa data menunjukkan bahwa penggunaan perangkat awe mampu memfasilitasi manajemen siswa dan meningkatkan motivasi untuk menulis dan merevisi. secara lebih spesifik, perangkat lunak “write and improve” menjadi contoh teknologi inovatif yang mampu meningkatkan kemampuan menulis sebagai kompetensi akademis yang penting. karpova, k. (2020). integration of “write and improve” awe tool into efl at higher educational establishment: case study. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 137-150. 138 selanjutnya, penulis melakukan eksperimen untuk menguji hipotesis penelitian dalam studi kasus melibatkan mahasiswa jurusan bahasa inggris di universitas nasional kyiv taras shevchenko. hasil eksperimen menunjukkan bahwa “write and improve” efektif digunakan di antara pelajar bahasa, sehingga layak diperkenalkan tidak hanya ke dalam pengajaran dan pembelajaran tetapi juga penilaian. kata kunci: awe (automated writing evaluation); studi kasus; efl; tik; perangkat “write and improve” introduction it is widely acknowledged that the past education was predominantly unidirectional, i.e., the information was transferred from the teacher to the student. subsequently, the main educational approach consisted of classroom teaching and learning that seems obsolete at present, especially in the covid-19 outbreak condition. considering global challenges, ground-breaking approaches to teaching and learning should be explored to facilitate students’ self-sufficiency and give them access to digital resources more independently than previously. furthermore, hubbard (2019) claimed “technology does not do much by itself that is of value to learning languages. rather, it serves as a mediator between learners and other actors or language resources, like texts or videos. educational considerations of our century have led to the surge of new mechanisms and innovations in language teaching and learning, a crucial role in which belongs to information and communication technologies (icts)”. unfortunately, icts have not yet been fully embedded into education, so their systematic implementation and meticulous analysis are of utmost importance. it is generally recognized that the use of ict for educational purposes has greatly revolutionized both teaching and learning. gudmanian and sydorenko (2020) mentioned that from the students’ perspective, academics could only remain relevant today if they go online. bilyalova (2017), who studied integration of icts into high school level claimed: “at each stage of cognitive activity, research and practical applications in all branches of knowledge ict perform both the functions of tools and objects of knowledge. consequently, ict innovations not only provide a revolutionary development in this branch of knowledge, but also have a direct impact on the scientific and technological progress in all areas of society. thus, information and communication technologies are a class of innovative technologies for the rapid accumulation of intellectual and economic potential of strategic resources, ensuring sustainable development of society”. studies reveal that ict usage enhances educational performance and improves students’ results in various language competency spheres, including reading, writing, listening, and speaking, respectively. hence, several examinations (bilyalova, 2017; dudeney & hockly, 2007; ferguson-patrick et al., 2018; hubbard, 2019; samarakoon et al., 2017) have underlined that the positive influence of icts in higher education is undeniable since it supports increased students’ involvement as well as personalized access to information. the usage of icts in acquiring language expertise shifts the focus from the teacher as a source of knowledge to the teacher as a knowledge expert and facilitator of learning, promoting a learner-centered approach as a result. in this regard, a growing number of celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 139 scientific investigations on icts have been published in recent decades, which proves vital importance of their further studying. the theoretical background of implementing state-of-the-art computer-assisted technologies in the educational process has been abundantly available in literature. more precisely, scientific research of icts integration in efl both online and offline covers the following areas: principles of gamification (bell, 2018; faiella & ricciardi, 2015; tarnapolsky et al., 2018; vasileiadou & makrina, 2017), using lms moodle as a platform to optimize the process of language acquisition (trotsko & korotkova, 2018; nahrybelna et al., 2020; zaiarna, 2020), application of mobile devices to facilitate teaching (brukhal & bilyk, 2017; soleimani et al., 2016), implementation of blended and/or technology-enhanced language learning (simpson, 2016; zhou & wei, 2018), stating the opposition between online and offline (face-to-face) efl (stickler & hampel, 2019), and examination of integrated approaches to teaching (ferguson-patrick et al., 2018), etc. at present considerable attention is given to the crucial importance of enhancing writing as the primary language competency in class or out-of-class, which is highlighted in the theoretical inquiries of such scholars as manchon (2018), alharbi (2019), marques & signes (2016). on the level of university education, writing competency deserves a higher priority because advanced writing skills are of primary importance for all students to accomplish their educational requirements (zadilska, 2017). it is common knowledge that at linguistically-related universities, the skills of writing are developed in both traditional and non-traditional ways, though these days, the preference is given to online tools and platforms which are available either free of charge or pre-paid. in addition, the system of automated writing evaluation (awe) has gathered much attention in recent years (zhang, 2017; zhang, 2020). awe is computer software designed to analyze such features in written texts as the syntax, text complexity, vocabulary choice, grammar, content and development, focus and meaning, style, mechanisms, and convention, depending on the type of awe itself. after submission of one's written tasks, students are given an overall score, which is frequently supported by suggestions for improvements and corrections, i.e., appropriate feedback. in the sphere of efl, some attempts have been made to describe either general criteria of awe implementation (fang, 2010; hockly, 2019; palermo & wilson, 2020) or various computer-assisted tools to boost students’ writing skills such as pigai (bai & hu, 2017; zhang, 2020), criterion (li et al., 2015), myaccess (grimes & warschauer, 2010), writetolearn (liu & kunnan, 2016), grammarly (dembsey, 2017; ghufron & rosyida, 2018; o’neill & russell, 2019). unfortunately, at this point in time, scant attention has been given to the study of awe software, such as “write and improve”, which predetermined not only the importance of investigation into the chosen area of efl studies but also the topicality of the present research. thus, the purpose of the article is twofold: (1) firstly, it aims at describing “write and improve” online awe tool in the english language learning, teaching and assessment as an effective means to promote students’ engagement and writing skills; (2) secondly, it attempts to evaluate the performance of “write and improve” in assessing students’ written tasks at higher educational establishments and its accuracy in providing appropriate error feedback. karpova, k. (2020). integration of “write and improve” awe tool into efl at higher educational establishment: case study. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 137-150. 140 method firstly, the following scientific methods have been used to make adequate conclusions: (1) critical review of latest publications on the issue of icts for educational purposes, namely for efl; (2) analysis and synthesis: to reveal the effectiveness of awe write and improve; (3) generalization and systematization: to formulate conclusions and determine the directions for further scientific investigation. secondly, the experimental part presents the results of the implementation of “write and improve” at taras shevchenko national university of kyiv (kyiv, ukraine). we had 12 efl students who study english as the main course of their compulsory educational program english studies and two european languages, at the department of english philology and intercultural communication. there were 10 female and 2 male participants aged 18-20. the data collection took place between january 2020 and june 2020. intentionally, the 1st year students with different english proficiency levels were selected, ranging from b1 (pre-intermediate) to b2 (upperintermediate). it should be reminded that traditionally students’ language proficiency has been assessed using cefr. it specifies the language proficiency level as follows:  a1 (beginner)  a2 (elementary)  b1 (pre-intermediate)  b1+ (intermediate)  b2 (upper-intermediate)  c1 (advanced)  c2 (proficient user) this scheme makes it possible to compare tests and examinations across languages and national boundaries. this paper's core practical method is a case study, which can be defined as a method of full-scale investigation of a specific case or subject. in addition, swanborn (2010) researched it as a method of a particular case, which collects information regarding how a certain phenomenon develops within this case during a specific period of time. in particular, this method of scientific analysis is widely employed in sociology and social science (stake, 1995; swanborn, 2010), political psychology (kaarbo & beasley, 2002), education (hamidi & chavoshi, 2018), business modeling (oh & shong, 2017), various spheres of medicine (morgan et al., 2016). some scholars have addressed the issue of illustrative case study, involving participant observation and data analysis (vasileiadou & makrina, 2017), which is believed to be of particular interest in the article. in addition to this, we use observation and interviewing as research instruments to reveal the students’ level of satisfaction and attitude to online teaching and learning in general. the results are presented below. data analysis has been used to prove the research hypothesis. an array of aforementioned analysis methods allows for substantiation of scientific research on the issue, practical data collection, and further interpretation. firstly, students involved in the investigation have been assigned with the written tasks, which were performed via “write and improve” online. secondly, students were given corrective feedback performed with the help of the awe tool. finally, the researcher interpreted the findings to draw the appropriate conclusion. for the sake of our case celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 141 study, we used awe “write and improve”, which is a free online tool developed by cambridge assessment english (url: https://writeandimprove.com/). findings and discussion description of “write and improve” as a means to promote students’ engagement and writing skills recent innovations in the sphere of technology have inevitably led to increased uptake of online software that can automatically analyze and assess students’ writing through the automated writing evaluation techniques. as it has already been mentioned, the main focus of our article is awe “write and improve”, which is defined as a pioneering online technology developed by the cambridge assessment english project at the university of cambridge to assess writing skills quickly and give feedback on the students’ writing based on the common european framework of reference for languages: learning, teaching, assessment (cefr). within “write and improve” software, students are attributed to summative feedback according to the levels of cefr elaborated above. as stated before, the study of awe technologies, namely “write and improve” in efl, is not clear cut, so it needs further scientific examination. to contribute to this investigation and evaluate its effectiveness, we singled out the components of the software, specifically its name, designer, and criteria for corrective feedback. the results are summarized in table 1. table 1. description of constituent parts of awe “write and improve” name of awe designer of awe criteria for corrective feedback write and improve cambridge university cambridge assessment of english content communicative achievement organization language moreover, we presented the screenshot of the awe “write and improve” user interface in figure 1 below. in the present paper, we focus only on the initial section of the program, namely w & i workbooks, for the reason that it is available free of charge. both participants of the educational process, i.e., teachers and students, can either create their own profile or sign in if they have already created one. additionally, the interface of “write and improve” suggests samples of written tasks for every cefr level ranging from beginner (a1) to advanced (c1). moreover, additional tasks in sections w & i business and w & i just for fun are available for those who study english for specific or professional purposes and for the sake of entertainment. besides, the software enables the students to test their writing skills with the test zone section (to prepare for international cambridge exams: ielts general, ielts academic, b2 first training) and class view section (additional ready-to-use tasks). karpova, k. (2020). integration of “write and improve” awe tool into efl at higher educational establishment: case study. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 137-150. 142 figure 1. screenshot of awe “write and improve” user interface according to ghufron & rosyida (2018), one of the most effective ways to correct students’ errors in efl writing is corrective feedback. in efl writing, corrective feedback is a traditional strategy implemented by teachers worldwide. corrective feedback is widely used to educate students’ inductively by criticizing and providing comments on their works. one of the types of corrective feedback is indirect corrective feedback, which presupposes that students are given indications with highlighted parts. the indications are given in different ways, such as highlighting, underlining, or coding. after giving indirect feedback, the students will be able to make self-correction or/and self-reformulation. it must be taken into account that teacher’s corrective feedback is usually done manually since teachers give their comments and notes dealing with the students’ writing. in our research, we try to identify how computer software such as the awe tool “write and improve” could contribute to english language teaching and learning, especially in terms of writing. the possibilities of corrective feedback provided by the software “write and improve” are shown in table 2. table 2. corrective feedback provided by awe “write and improve” criteria for assessing written tasks in terms of corrective feedback sense of the criterion in terms of affirmation sense of the criterion in terms of interrogation content how well the learner has completed the task how has the learner completed the task? communicative achievement how appropriate the writing is for the task is the task formal/informal? organization how the learner puts together the piece of writing is the task in a logical order? language vocabulary and grammar are the language means, morphology, and syntax accurate? celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 143 as can be seen from table 2, students’ writing competence is assessed, bearing in mind the following criteria of assessment: content, communicative achievement, organization, language. to clarify the meaning of these criteria, we formulated them in terms of affirmation and interrogation. it is a truism that rapid development of world wide web and artificial intelligence has revolutionized the process of teaching and learning english as a foreign language over the past years. recent years have seen a steady embedding of digital technologies both in class and out of class. as a result, computer-assisted online tools for automated writing evaluation have become increasingly popular to help language learners to acquire and boost their practical skills in writing. in addition to the primary function of tasks assessing and scoring, awe systems are used to provide automated feedback on errors in students’ tasks (error feedback). moreover, while correcting the students’ errors, they offer suggestions on discourse elements such as organization and development of ideas (discourse feedback) (liu & kunnan, 2016). the interactive feedback between various awe systems and language learners has turned to be a success due to the fact that after submitting their tasks, students can be provided with immediate and helpful feedback, which allows them to focus on different aspects of language expertise (bai & hu, 2017; liu & kunnan, 2016; palermo & wilson, 2020; zhang, 2020). it must be considered that automated writing evaluation systems are considered to have visible advantages compared with correction and assessment by a human being. zhang (2020) explains that from the teacher’s perspective, perhaps the most outstanding merit of awe programs is that they liberate teachers from the heavy workload of marking students’ essays. as well as having evident advantages in propelling the quality of written tasks, awe tools possess some drawbacks as well. li et al. (2015) admit that for lower-proficiency learners, there is evidence that awe tools' automated features may decrease learning or that requiring individualized feedback is not provided by awe. these days various writing techniques in elt, including process writing, are gaining momentum. in line with cambridge assessment scale, process writing allows both teachers and students to create a text together. in process writing, students have the chance to speculate on what they are going to write, produce drafts, revise, edit, and subsequently receive feedback on their work before coming up with the final version. process writing employed by “write and improve” is an ultimately effective means to ensure we meet cambridge criteria for assessing writing (content, communicative achievement, organization, language), mentioned above in table 2. the mechanism of process writing via “write and improve” is illustrated in figure 2. karpova, k. (2020). integration of “write and improve” awe tool into efl at higher educational establishment: case study. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 137-150. 144 figure 2. the mechanism of awe “write and improve” following process writing evaluation of the performance of “write and improve” in assessing students’ writing one of the aforementioned objectives of the present article is to prove the research hypothesis that integration of ict, namely awe “write and improve” online software, can help students develop and enhance their writing. to this purpose, the interviewees were asked the following questions: 1. are you satisfied with online teaching? 2. are you familiar with online awe tools? 3. is the online awe tool “write and improve” effective means of improving writing skills? pre-writing writing & revising editing  brainstorming  planning  organizing  selecting  getting feedback from the teacher  exchanging drafts with peers  reorganizing  adding, changing or removing parts of the text  changing vocabulary  checking pronunciation and spelling  checking grammar  proof-reading  publishing final version process writing write and improve online tool offline activity celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 145 4. does the awe tool “write and improve” facilitate the process of learning? 5. is the process of learning with the awe tool “write and improve” more enjoyable than other software? 6. is “write and improve” feedback more efficient compared to teacher corrective feedback? as part of our experiment, we interviewed first-year students to find out their viewpoint on the issue of online teaching and the role of icts in it. subsequently, we concentrated on the awe tool “write and improve” integration into efl teaching, learning, and assessment. the interview results, which reveal students’ preferences and needs, are depicted in figure 3. figure 3. students’ preferences concerning icts utilization online, including awe “write and improve” the pie graph displays the percentage of students who are aware of online learning tools and besides are satisfied with them. after a detailed analysis of interview results depicted by the pie graph, we concluded that the majority of those interviewed (37%) opt for online rather than offline teaching even in case of its mandatory status for the time being. 9 % and 5 % of students respectively find online awe tools and enjoyable, making it challenging for efl. finally, our findings confirm that systematic embodiment of ict software in linguistically-related higher educational establishments to boost various communicative competencies proved its efficiency in foreign language karpova, k. (2020). integration of “write and improve” awe tool into efl at higher educational establishment: case study. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 137-150. 146 acquisition. in particular, the online awe tool “write and improve” was regarded by the participants as both an effective and enjoyable way to increase writing skills. in our research, we implement “write and improve” in assessing and correcting students’ efl writing. consequently, one of the key terms under investigation is assessment. scholars distinguish between formative and summative types of assessment. hockly (2019) notes that in a summative of assessment, a major focus of the research has been to what extent awe programs produce scores for student writing comparable to the scores given by human evaluators a key measure of reliability. the use of awe for formative assessment to support the development of students’ writing seems to be more effective, especially in elt. the benefits of awe for both types of assessment are obvious. the automated summative assessment by means of artificial intelligence is extremely fast, therefore it can be primarily significant in the case of large numbers of language learners. when it comes to formative assessment, it may enhance students’ motivation. in our research in line with hockly (2019), we presented both types of assessment in figure 4. figure 4. types of assessment bear in mind that awe “write and improve” provides immediate feedback in an interactive format, i.e., students can scroll through their texts, stop at sections that have been highlighted, and read comments provided by the online program. we implement this software to assess and correct students’ efl writing. in this case, the students have been asked to use the software to check their tasks independently. for this purpose, we present an example of the original report on corrective feedback from “write and improve” in figure 5 below: types of assessment summative assessment/feedback formative/ motivational assessment/feedback assessment for learning assessment of learning celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 147 figure 5. screenshot of awe “write and improve” corrective feedback the experiment participants were given the following written task: to write a review on filming the english lesson with their former school teacher. from the perspective of corrective feedback employed, the screenshot presents summative feedback (the student is awarded level b1 according to cefr), formative feedback (a motivational statement for the student to keep on writing to enhance one’s writing skills), and immediate relevance (the student is awarded 5). moreover, the awe tool “write and improve” gives corrective feedback taking into consideration the following abovementioned criteria: 1. organization (sentence-level feedback); 2. language (wordlevel, indirect/semi-corrective feedback). finally, it evaluates the level of student’s progress from b1 to b2 with the chart “progress visualization” below the screenshot. the results reveal its effectiveness when compared to human assessment. karpova, k. (2020). integration of “write and improve” awe tool into efl at higher educational establishment: case study. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 137-150. 148 conclusion it is universally known that the world wide web offers a wealth of online resources both for teachers and students, aiming to improve the efficiency of foreign language learning, teaching, and assessment. hence, the importance of ict application has been widely discussed and proven in practice. conducted experiments in the sphere of efl have shown that the use of various icts positively influences the quality of both language teaching and acquisition. moreover, numerous studies have indicated that the integration of ict in teaching makes it more dynamic and intense, helps organize the process more effectively, boosts the formation of communicative competencies, provides a positive motivation while learning, and facilitates the independent work of students. reviewing theories and practices concludes that the array of online automated writing evaluation (awe) software effectively enhances the writing competency of students at higher educational establishments. based on analysis of scientific works on the investigated issue, we came to the following conclusions: (1) implementation of online awe tools in efl as an integral part of ict may be helpful to intensify and individualize learning and assessment; (2) awe feedback is likely to have a positive influence on increasing efl writing since it helps to avoid subjective human assessment; (3) the use of “write and improve” online in efl writing proved its efficiency and applicability in terms of organization and language; (4) corrective feedback is a traditional tool employed by “write and improve” (set forward by cambridge assessment english) for courses on writing to improve students’ writing skills. in the present article, we evaluated the efficiency of “write and improve” online tool mainly designed to improve and facilitate students' writing skills at higher educational establishments. further studies may focus on integrating other online software (e.g. “speak and improve” by cambridge assessment english) into efl practice to boost communicative expertise. compliance with ethical standards informed consent was obtained from all participants included in the research. references alharbi, m. 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(2018). strategies in technology-enhanced language learning. studies in second language learning and teaching. 8(2), 471-495. 78 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index parents’ involvement and its effects on english young learners’ selfefficacy christiani tiwi sumanti*, retno muljani universitas sanata dharma, indonesia abstract the research aimed to describe parents’ involvement to support their children’s self-efficacy development in learning english. as a descriptive qualitative study, the research employed observations on two primary school students of grade three, and interviewed their parents and teachers. a set of questions was formulated by the researcher to analyze the influence of parents on their selfefficacy in learning english at home. this study showed that parents' commitment has proven to encourage their children to learn english, and through the zone of proximal development (zpd) process and learning, particularly their encouragement at home makes the children developed their self-efficacy. parental participation in english should be taken seriously, particularly in public schools, where there was only a minimum period to learn english at school. it was revealed that parents' involvement in the learning and acquisition of english by the children could contribute positively to their learning achievement and motivation. keywords: parent’s involvement; english young learners; selfefficacy abstrak penelitian ini bertujuan untuk mendeskripsikan keterlibatan orang tua dalam mendukung pengembangan efikasi diri anak dalam belajar bahasa inggris. sebagai studi deskriptif kualitatif, penelitian ini menggunakan observasi pada dua siswa sekolah dasar kelas tiga, dan wawancara dengan orang tua dan guru mereka. pertanyaan-pertanyaan dirumuskan oleh peneliti untuk menganalisis pengaruh orang tua terhadap efikasi diri dalam belajar bahasa inggris di rumah. sebuah pertanyaan dirumuskan oleh peneliti untuk menganalisis kontribusi orang tua terhadap dan kemandirian mereka untuk belajar. studi ini menunjukkan bahwa komitmen orang tua mendorong anak-anaknya untuk belajar bahasa inggris, dan melalui proses dan pembelajaran zone of proximal development (zpd), terutama dorongan mereka di rumah untuk mencapai efikasi diri. partisipasi orang tua dalam bahasa inggris harus ditanggapi dengan serius, terutama di sekolah umum, di mana hanya ada waktu minimum untuk belajar bahasa inggris di sekolah. kata kunci: keterlibatan orangtua; bahasa inggris bagi anak-anak; efikasi diri introduction the awareness of parents and teachers about english learning influenced second language acquisition especially in indonesia because english as a foreign language or efl has been introduced firstly at indonesian primary level education. in this context, english language is taught which mostly emphasizes on vocabulary learning as a basis for a language skill mastery (amalia, 2018). meanwhile, the new policy on curriculum has resulted in limiting the study hours of english learning english at primary schools. krashen (1982) stated that second language acquisition happened in a natural setting or classroom instruction. children can acquire english both in and outside the classroom teaching and learning process (li wei, 2011). primary school students learn english in an english class at school, however, some of them might also acquire english outside the classroom when they use english in interactions with parents, family members, and other adults. interaction is needed to acquire english, and interaction in a natural setting can happen at home to create the home culture. home culture is related to the e-issn: 2621-9158 p-issn:2356-0401 *correspondence: christianitiwi@gmail.com submitted: 30 november 2021 approved: 28 june 2021 published: 29 june 2021 citation: sumanti, c. t, & muljani, r. (2021). parents’ involvement and its effects on english young learners’ self efficacy, celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 7889. doi: 10.22219/celtic.v8i1.14632 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 79 parents’ involvement in young children's acquisition. studies have been conducted on the effect of parents’ involvement towards children development of language proficiency, in this case, english acquisition (castro et al., 2015; wilder, 2014). although the study above was conducted in the western context, researchers in indonesia started to research about the parental involvement (yulianti, denessen, & droop, 2018). it is stated that of the social aspects that affect acquisition is the home culture. it is because language acquisition mostly occurred at a young age and before the legal age for school, children are learning at home. language exposure on adults or children represents an important position in the number of words a child will understand (o’toole, et al., 2017). the more people are exposed to the positive new vocabulary, the more they incorporate the language unconsciously. the entire component surrounding the learner will influence them to learn and parents' involvement will guide them into a positive attitude towards language that will cause significantly better performance. therefore this study will discuss further not only about the parents’ involvement on children’s acquisition but also the children’s self-efficacy in spite of the limited source of english learning, for example english class hour. there are many types of interactions. the interaction which involved recast, feedback, and negotiation developed the acquisition of language (gass, & selinker, 2008). there are several kinds of interactions that may help the acquisition of children. one of the examples is a mimic. mimicking is one of the ways of studying a language. after the 'slipped' time, the interaction that is performed properly in both languages, first and second languages, may retrieve the conversation. another is the negotiation that is part of the conversation, which is often used to learn for young children aged 6-12 years as a media. at home, parents can support students to do other activities to acquire language outside school such as choosing a video, observing kids, and doing conversation (lee & bowen, 2006). since parents have important roles to supervise their children, they can actively engage with students’ learning process at home both linguistic and non-linguistic. for example, interaction and conversation make young children accustomed to using the language (borneo akcaya, gatot sutapa, & darsini, 2019). both mimicking and negotiation help children in the linguistic learning process, this interaction can happen in natural settings, while school and home help children to respond to the utterances spoken by the speaker. parents also can emphasize non-linguistic features such as picture and video in the acquisition, examine the videos that their children like and ready to answer children's questions regarding the video. before school age, children acquire a second language easier and naturally in the home (bahalwan & setiawan, 2015.). the speed of children’s language acquisition depends on the environment surrounding them. children can comprehend view words within the interaction with their family members. the acquisition happened unconsciously when the students were surrounded by an agent that can speak a second language fluently or make them accustomed to the use of a second language. therefore, students unconsciously to learn a second language, they did that effortlessly and spontaneously (bahalwan & setiawan, 2015). based on the parent's involvement in children's acquisition, practicing communication strategies would not only encourage active learning. at home, christiani tiwi sumanti, retno muljani parents’ involvement and its effects on english young learners’ selfefficacy 80 parents have to enhance the language competence of children. it would help them to use the language more effectively and to overcome difficulties resulting from the knowledge. besides, recent studies established that language exposure on children plays a vocal role in the number of words a child will know (o’toole, et al., 2017). it means that the more children are exposed to the new vocabulary, the more they absorb the language unconsciously. since all of the components surrounding the learner will affect them to learn, parent's involvement will guide them into a positive attitude towards the language and cause significantly better performance. however, recent studies also stated that the acquisition and language learning does not take place in an immaterial, room, but also takes place in the real world wherein a material reality where every part of sign and symbol of language entities impact on behavior and learning (steffensen & kramsch, 2017). hence, the acquisition does not only happen in school. the parent also can be the agent of learning when they speak in another language or make the children accustomed to the foreign language by the video or song on television or the internet. children learning also can be examined by with the zpd phase, purposed by vygotzky. learning can be split into four steps within the zpd. assisted performance; unassisted performance; full internalization; de-automization (margolis, 2020). stage one is where more skilled others assist with results. there is a gradual reduction in teacher accountability for task performance during stage one and a reciprocal rise in the proportion of responsibility of the learner. step two is where output itself is assisted. in stage two, without support from others, the learner carries out a task. step three is where it evolves and automates results. the learner has emerged from the proximal development zone (zpd) into the developmental stage for the assignment until all evidence of self-regulation has disappeared. execution of the mission is smooth and incorporated. it has been 'automatized' and internalized. step four is when success de-automation leads to repetition back into the zpd. an individual's lifetime learning consists of the same controlled zpd sequences, from other-assistance to self-assistance, repeating over and over again for new ability growth (dunphy & dunphy, 2003). under guidance of an adult, who are parents, young leaner may be introduced to another stage of zpd. parents greatly contribute to the growth of children in order to achieve self-efficacy. this study discussed how parents’ involvement affects young learner english acquisition and self-efficacy. significantly, the better acquisition and learning happened at home, the better the young learner performs in class. in this study, the researcher chose two of the unique students in the class. this research discussed and analyzed the parents ‘involvement on the participants’ self-efficacy. the selfefficacy and motivation developed by the parents to the children in spite of the limitation of english class hour and environment would be beneficial to english learning. therefore, this research discussed the involvement of the parents not only for the children’s acquisition but also their self-efficacy. those topics will be highlighted and become the novelty to discuss in this research. researcher analyzed the research question by referring to castro theory about parental involvement (castro et al., 2015), lantolf theory about sociocultural and second language development (lantolf, thorne, & poehner, 2015), zone of proximal development (zpd) and learning (margolis, 2020). the research question celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 81 of this study is how does parents’ involvement make children gain their selfefficacy? method the purpose of this study was to describe parents’ involvement to support their children’s self-efficacy development in learning english. qualitative approach is needed to investigate the various phenomena specifically. the qualitative research was inferred in this research used observational and interview. richards et al (1992) noted that the data can be analyzed using qualitative research procedures such as observation and interviews and in order to explain the participants’ acquisition and learning specifically, researcher selected one case study to be studied. participants two students of public elementary school, pseudo names: participant r and participant a, were the participants in this research. participant r and participant a were elementary school students in their third year of school. participant r and participant a were also the firstborn of a young couple, and their parents work in academic field. participant r’s parents work as university staff meanwhile participant a’s mother work as teacher in public school and participant a’s father work as entrepreneur. participant r and participant a are being introduced to the english language at their young age, and their parents wanted their kids to speak english better. instruments the researcher collected the data via classroom observation and written interviews with parents and teachers of participants about english acquisition of participants. the first data were collected in the second semester of their second grade. during the pandemic phase, the second data obtained, in the first semester of their third grade. since the researcher was participant r and participant a's english teacher, the researcher had access to observe participant a in the teaching-learning phase of the classroom and evaluate his school achievement. classroom observation in this study was obtained by the researcher when the researcher taught participants in the previous semester class. for weeks, it was a cycle of collecting the data. since classroom observation is a qualitative naturalistic technique, it is a measure of engagement and learning from actions in the classroom, researchers have pointed out some contexts that could affect sla. researchers used the instrument to track the cycle of communication, collaboration, behavior, and learning in the classroom. the researcher was permitted to inform the participant in this semistructured interview about the way participants learn a language in both home and school. the interview administered via chat and wa for both the parents and homeroom study of the participants. three times interview was asked to the participants’ parents and one time interview with the homeroom teacher. there were questions which asked to the parents developed by castro theory about parental involvement (castro et al., 2015), lantolf theory about sociocultural and second language development (lantolf et al., 2015), zone of proximal development (zpd) and learning (margolis, 2020). christiani tiwi sumanti, retno muljani parents’ involvement and its effects on english young learners’ selfefficacy 82 procedures through these measures, the researcher analyzed the data; 1) observing participant r and participant a in class 2) interviewing participant r and participant a's homeroom teacher; 3) interviewing participant r and participant a's parents 4) examining the school accomplishment and conversation with participant a; 5) drafting the factors influencing the learning of the english language by participant r and participant a and analyzed them by referring to castro theory about parental involvement (castro et al., 2015) and lantolf theory about sociocultural and second language development (lantolf et al., 2015). findings and discussion from the result of the interview, it is found there were many aspects of learning that participant r and participant a encountered. the success of learning and acquisition depends on the students' environment, including the stimulation and involvement of parents and students, both at school and at home. there are many types of interaction. the interaction that involved recast, feedback, and negotiation, shaped the acquisition of language (gass, & selinker, 2008). at home, participant r and participant a's parents support their english learning and training by giving guidance on their mission, communicating with them, exposing them to the latest english vocabulary, and recasting their awareness through film and family travel. children english learning based on the result of interview to parents, acquisition at home happened during both participants’ activities. participant r liked to watch videos (songs or movies), did conversation in english, and his family introduced new words in english on the family trip, so did participant a. it showed that acquisition happened at home (yulianti et al., 2018). meanwhile their parents were helping them to learn (lee & bowen, 2006) using picture, video, fill in the blank. participant a’s parents also invited participant a to the zoo and learn from the surrounding. children self-efficacy from the teacher’s first interview, participant r and participant a were doing well in school, participant r liked read books with friends, loved to learn alone. meanwhile participant a loved to do question and answer section with friends. participant r and participant a had background knowledge, easy to understand the lesson especially vocabularies in english and had bright motivation. it is showed their learning in school and also their involvement with the peers learning (mcguire, 1956). students' constructive presence in the classroom is perceived to be an integral part of learning. it is strongly connected to the involvement of the students, which requires the engagement, constructive attitude, and satisfaction of the students in the learning process (rahayu, 2018). celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 83 it is found that from the outcomes of classroom observation, participant r and participant a specifically indicate experiences of studying english. through picture description, how they did the teacher's guidance, and also the completion of the assignment, it can be seen that in the sense of self-efficacy, participant r and participant a have separate ways of learning but equivalent. self-efficacy referred to self-perception or the ability to learn or achieve objectives at defined stages (abadikhah, aliyan, & talebi, 2018). in the allocated time, both participant r and participant a learned and completed their assignment using their skill and their style of learning. nevertheless, they knew the limited period and had the discipline to do the task. participant r and a learned better from picture (glaser, 2020). participant r could recall the picture’s name in english and participant a made a sentence using the picture. participant r did the instruction and asked for the clarity, meanwhile participant a tended to be quite and asked the clarity letter (glaser, 2020). participant r was a fast learner, he wanted to be the first to complete the task, meanwhile participant a did the task more meticulous and on time (glaser, kupetz, & you, 2019). meanwhile, from the second interview, it is found that participant r and participant a were coping in the difficult time of the pandemic, therefore the role of parents and teachers had a massive impact, particularly in their children's interaction and conversation. participant r adapted to the home environment at this difficult time, and parents enthusiastically helped participant r in studying and adjusting to a different environment. stimuli such as an english video and daily english conversation used by parents to motivate participant r. meanwhile participant a parents’ actively helped participant a to learn english from home based on the material given. parents used stimuli like english video and daily conversation in english (paradis, 2007.). based on the interviews and reflection above, there were two variables which most appeared. the two things that influenced student’s motivation and selfefficacy were parents’ involvement in the classroom and home learning and acquisition process. this part consists of two parts; participant r and participant a’s habitual action in the classroom and their acquisition at home. parents’ involvement and the classroom learning process participant r and participant a went to rural primary school, but they can learn lots of new vocabulary and speak relatively decent english. they made nice basic phrases such as asking permission to go to the bathroom, asking for a repeat of class content, sharing their thoughts and tutoring their peers, sharing their concept of subject material in front of a class. in their interview, teachers and parents stated that two hours of class a week was not enough to satisfy the students' desire to learn english. they have agreed that support from parents at home is an important thing to do. the effects of the role of parents on the development of language skills for children, in this case, english acquisition (castro et al., 2015). apparently, both the parents of participant r and participant a were enormously interested in the learning of their son. parents of participant r shared christiani tiwi sumanti, retno muljani parents’ involvement and its effects on english young learners’ selfefficacy 84 that they typically guide participant r learn to fill in the blank the missing alphabet in words, using image (object), video, matching indonesian and english words. yes, because i was not familiar with formal schooling, i typically introduce english to children through video media of songs in english. it's just that children no longer have the enthusiasm to listen to music in english as they grow older. at this stage, the addition of new vocabulary is usually derived from the films he has seen. the meaning of the new english language they learn from the film is commonly asked by children. participant a's parents, meanwhile, said that their son likes to experiment with colors. therefore, they often helped participant a learn to use colors and often went to the zoo or neighborhood to recognize the new names of animals. yeah, as well as writing letters, i used songs and videos to expose children to english. before school started, we introduced colors and animals. the interaction between parents and their children also determines the learning. there were several engagement forms. the interaction involved in recasting, input, and bargaining influenced language acquisition. ( gass, & selinker, 2008) parents could make their children feel jubilant when learning english. this acquisition at home would become a way to make the children learn faster. the similarity between the two students was that they used media as the tools for the children to learn. parents helped them to learn unconsciously using videos and pictures (wilder, 2014). parents of participant r typically used english when they spoke. they often guided participant r to watch together english children's songs or english videos, so participant r used to the english terms. on the other hand, at home watching video songs or movies, participant a acquired english. in the nearby area before kindergarten, their parents have prepared and implemented new terms. school learning environment it has been discussed before that the interaction involved in recasting, input, and bargaining influenced language acquisition ( gass, & selinker, 2008). in the postclass sharing session, participant r told the teacher that he liked english. it was because he used to english at home, then he seldom-used english to talk with his friends at school. he imitated them and tried to be as fluent as his parents and the video he was watching as well. it was intriguing to see young people with wonderful inspiration. the reasons for participant r spread the motivation into the classroom as he spoke about his experience. it made their classmates want to proceed to experience the same thing. back home, they were motivated to learn english like participant r. during the next week of the lesson, more and more students shared their experience of learning english at home. with difficult words, their parents supported them and were passionate about the concept of home research. observation showed that both participant r and participant a were keen to use the images as a medium. they have learned to use pictures better. this propensity has a connection with how they are used to images, how their parents use images to incorporate english. unconsciously, when their parents noted the celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 85 illustration and instructed them to use english, they learn english, the acquisition occurred. parents’ involvement and children learning young learners needed guidance to improve their learning. teachers did not only facilitate students to learn, but also needed to apply the best strategies for the learning process. students formed a thinking process within their learning in the classroom. teachers needed to consider about the development stages of young learners. the well-known theory by vygotsky (1934) zpd provided precise steps to help students in their development process, and encouraging students to acquire motivation and more knowledge. participant r and participant a, with the guidance of their parents, both grow their self-efficacy through zpd's moves. assisted performance assisted performance was the first step of zpd. when applying the techniques to educate children, the teacher considered the needs of students. to take the first steps in their learning, children, particularly young efl learners, need guidance. it can be a good lesson for teachers to consider the appropriate feedback for different learning conditions. it would be more effective if the usage of other feedback also is increased in order to enhance our students’ results of learning (aisyah & wicaksono, 2020). the teaching methods also must fulfill the desires and characteristics of the pupil. meanwhile, parents’ involvement is needed art home to support students learning (margolis, 2020). as a facilitator, not only teacher but parents need to support participant r and participant a and lead them into the crucial process of thought. the reported participant r and participant a assignment data indicate a significant change in the weekly english lesson. they perceived the absence of vocabulary in some topics for the start, but they improved their vocabulary in the following week. unassisted performance unassisted performance was the second step of zpd (margolis, 2020). students became conscious and attempted to do the task on their own in this process. in the second process, participant r and participant a started reading and writing about the lesson and films or pictures relating to english, rehearsing their skills, recalling the words, understanding their errors. they were also willing to ask the teacher to direct them and explore past encounters. parents accompany them before the lesson to learn english from the book and surroundings. full internalization in this third phase of zpd, students internalized the material and chose the strategies to develop themselves (margolis, 2020). researcher used reflection to internalized the value that they have experience during the mid-semester process and later set the goal. reflection allowed them to acquire information based on students' experience. identification and self-awareness of previous knowledge are involved to make the right option (wain, 2017). reflection should be used to guide learners to become conscious of their motivation and self-efficacy. reflection is a crucial aspect of learning; this technique guided students to logical reasoning after the particular christiani tiwi sumanti, retno muljani parents’ involvement and its effects on english young learners’ selfefficacy 86 tasks undertaken by the teacher in the classroom learning contributed to the development of thought. participant r and participant a also did reflection to develop their self-efficacy. de-automization the final steps of zpd was de-automatization (margolis, 2020). in this study, students achieve growth, reliability, and an automated method of learning. students researched and learned more about their zpd process experience. this final move underlined the logical thinking of learners. critical thinking has driven to self-efficacy and creative thinking. it is related with creative thinking is the student's productivity in producing something new that can be recognized by others. teachers and parents should motivate students to be productive in the classroom process students can not only concentrate on the task or mastery given about the materials, but they will use the information outside the curriculum (mcguire, 1956). critical and creative thinking have developed problemsolving thinking. when learners master the strategies, they may acquire the best style of learning for themself. zpd let participant r and participant a attained motivation and self-efficacy. motivation and children self-efficacy learning from home has played a significant role in the growth of students. both children struggled with the transformation of the environment, based on the interview with participant r and participant a's parents. the parents of participant r admitted that this rough time affected the way kids thought, and they had to make more effort to learn. this pandemic, especially its psychology, is influencing children. however, that is no less important, namely the learning habits of children. changes in learning media are felt in their cognitive dimensions to impair the growth and development of children. children used to face-to-face learning habits, and two-way conversation is now pushed by online media to use one-way communication patterns. this significant way hinders the opportunity to learn the lesson quickly, and the kid rapidly forgets the lessons he has learned. it does not have any effects from the affective side, but it also affects children from the psychomotor side related to sports topics. people’s social and cognitive processes are affected by cultural activity settings (lantolf et al., 2015). children's acquisition is also affected by the environment, especially their sudden psychological change in the surroundings. the role of parents in homeschooling, therefore, has affected children. to address the research question, the researcher also asks participant r and participant a to reflect along with their friends about learning from home. reflection has helped students to be conscious of how they can observe, track, assess, and control their selves during the learning. doing reflection allows them to acquire information based on students' experience. to make the right option, it needed recognition and self-awareness with previous experience (wain, 2017). the way teaching and learning processes are different during the pandemic this new semester, so reflection is required to see how students and parents cope with the situation. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 87 as for young learner, teachers had to use less nuanced thinking so that the students could respond directly to it. based on the self-efficacy period of children, after mid-semester, researchers asked questions to observe the learning process and the role of parents during the pandemic. participant r and participant a showed how they cope with the various pandemic situations. both participant r and participant a said they drew on their past experience of studying and kept track of their home english classes. participant r attempted to learn the new chapter before the lesson started to get good marks, while participant a read the assigned material twice to improve his comprehension. participants all agree that their parent’s value good grades, and what would their parents gave them more time to guide them to study if they didn't have good grades. for starters, participant a's parents often guided him during work to learn in the morning till noon and in the evening. both parents of participant r and participant a maintained outstanding involvement with their children and developed reading patterns regarding school activities and works. it is in line with (castro et al., 2015) who argue that effective contact between parents and students influenced the success and inspiration of students in the same way. in the preceding semester learning process, participant r and participant a spread meaningful motivation to their peers and inspired them to learn. participant r and participant a were also encouraged by their parents to get a good score and understand knowledge. initially, academic self-motivation grows from parental target expectations, then self-efficacy and personal goal setting are viewed by learners from the development (abadikhah et al., 2018). undoubtedly, parents played a significant role in the engagement of young learners to study. besides, not only teachers who need to help them, but also young learners need to be supported by parents who lead them to learn and guide them to learn. students will then practice the learning process to understand the adaptive style from their parents and find the best ways to learn from them. conclusion the involvement of parents encouraged their kids to learn english, especially their guidance at home. parents’ involvements made children gain their self-efficacy by motivate their children to learn instinctively at home, inspiring them as they play around. video games, videos, music, photographs, and family outings were also ways to draw young children to english. parents used english at home strengthen and raise the imitation and repetition of children towards english. then, the home culture of studying english shaped the atmosphere of school learning. the children would spread the new topic enthusiastically to their peers to learn english. this study showed that parents' commitment encouraged their children to learn english, and through the zpd process and learning, particularly their encouragement at home attained their self-efficacy. parents' involvement in english should be taken seriously, form their involvement, students can drew motivation and also gain self-efficacy. the role of parents should be maximized especially in public schools, which only have a minimum of time to learn english. thus, children will study at home. this research can be a resource for further research, not just in english language studies but also christiani tiwi sumanti, retno muljani parents’ involvement and its effects on english young learners’ selfefficacy 88 for other lessons, particularly in indonesia, in the comparable field of parents' knowledge of english learning. references abadikhah, s., aliyan, z., & talebi, s. h. 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(2018). international journal about parents in education the effects of parental involvement on children’s education: a study in elementary schools in indonesia (vol. 10). 152 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index students’ ability in the structure and written expression section in toefl prediction test tira nur fitria* institut teknologi bisnis aas indonesia abstract this study aims to investigate the students’ ability and their opinions in doing the structure and written expression (swe) of the toefl prediction test. the result suggests that, on the mean score, 136 nonregular students show a higher average score of 30.68 than 118 regular students’ score of 30.01; on the median score, both regular and nonregular students have the same median score of 36 out of 40 points; while on the range score, regular students have a minimum score of 4 to 40 correct answers, while non-regular students have a minimum score of 5 to 39 correct answers. related to their opinions about the test, the students agree that swe is the most difficult test, thus arguing that studying grammar is essential. therefore, careful preparation is needed to achieve a maximum score on the test such as having sufficient knowledge of english grammar. keywords: structure and written expression (swe); toefl abstrak penelitian ini bertujuan untuk mengetahui kemampuan dan pendapat mahasiswa dalam mengerjakan tes toefl prediction structure and writing expression (swe). penelitian ini bersifat deskriptif kuantitatif. hasil penelitian menunjukkan bahwa pada nilai rata-rata, 136 siswa nonreguler menunjukkan skor rata-rata lebih tinggi 30,68 dari 118 siswa reguler yang skornya 30,01. dalam median skor, baik siswa reguler maupun non-reguler memiliki nilai median yang sama yaitu 36 dari 40 poin. dalam rentang skor, siswa reguler memiliki skor minimal 4 sampai 40 jawaban benar. siswa non-reguler memiliki skor minimal 5 hingga 39 jawaban yang benar. terkait dengan pendapat mereka tentang tes tersebut, terlihat bahwa siswa setuju bahwa swe adalah tes yang paling sulit, sehingga mempelajari grammar itu penting, 50 soal terlalu banyak, durasi mengerjakan tes terbatas, banyak kalimat kompleks, dan kata-kata asing. sebagian besar siswa mempelajari materi swe sebelum melakukan tes, tetapi mereka tidak melakukan latihan sebelumnya. sebagian besar siswa mudah terganggu oleh lingkungan sekitar dan kehilangan konsentrasi saat mengerjakan tes. diperlukan persiapan yang matang untuk mencapai nilai maksimal dalam ujian seperti memiliki pengetahuan tata bahasa inggris yang cukup. kata kunci: structure and written expression (swe); toefl introduction the test of english as a foreign language (toefl) is a test run by the educational testing service (ets) to assess the english proficiency of non-native english speakers in the english language (gear & gear, 2002). it consists of three sections, namely listening, reading, and structure and writing expression. the toefl test's appropriate score depends on the particular criteria of the specific e-issn: 2621-9158 p-issn:2356-0401 *correspondence: tirnufitria@gmail.com submitted: 23 april 2021 approved: 24 november 2021 published: 11 december 2021 citation: fitria, t. n. (2021). students’ ability in the structure and written expression section in toefl prediction test. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 152-163. doi: 10.22219/celtic.v8i2.16373 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 153 organization or entity concerned. until 1998, the toefl was only available in a paper-and-pencil-based test (miller & wheeler, 2003a). some problems then arose because people taking the test were unfamiliar with the toefl. furthermore, ets realized the enormous financial benefits they could earn from transforming the paper-and-pencil toefl test into the computer-based test (cbt). the structure and written expression (swe) section contains questions to test someone’s understanding and insights regarding the structural and grammatical standards of english (fauzy et al., 2013). this part is meant to assess the ability to understand written english used in formal contexts (formal written english). in spoken communication, certain english terms can be accepted, but in written communication, let alone formal ones, they cannot be accepted or are not widely used. the structure of the written language section consists of two parts, the word structure and the written english expression (written expression). there are 40 questions in the form and written language section, consisting of 15 structural questions (numbers 1 to 15) and 25 questions in written word questions (numbers 16 to 40). the time allocation to answer the 40 questions is 25 minutes. for some test-takers, the swe section of the toefl test is considered the hardest part of the toefl test (fitria, 2019), even though this section has the least number of questions (40 questions) compared to the listening section (50 questions) and the reading section (50 questions). the biggest difficulty faced by test takers is the limited time of 25 minutes to solve 40 questions, meaning that on average, participants or testtakers are only given 37.5 seconds to finish 1 question. priyasudiarja (2019) also states that the swe toefl aims to test the test takers’ knowledge about the use of correct grammar in english. according to dixon (2011), grammar is a key component for learning to use english well. it is supported by fitria (2018) and fitria (2019), who claim that grammar is the rule of a language. learning grammar is important, especially to improve writing skills and understand more complicated language structures. it means that grammar is about how to use a language correctly by following the rules (suparmi, 2015). similarly, nelson and greenbaum (2018) opine that grammar is central to language which mediates between the system of sounds or written symbols and the sensor system. grammar deals with the way words are put together to achieve clear communication such as in writing (antony, 2016). this is based on the consideration that someone who is engaged in academics will be involved in many writing activities, such as writing research reports, essays, scientific journals, or other written works. therefore, the gain value in this section can be used as a reference to discover to what extent someone can understand the sentence structure and grammar in english properly and correctly (fitria, 2020). in the swe toefl section, the test-takers may face difficulty in passing it. as stated by munadia (2016), the difficulties are on certain aspects of grammar in structure and written language. furthermore, there are four reasons that affect the difficulties, including the lack of grammar capacity, the absence of vocabulary mastery, distraction, and less practice. this is supported by other personal issues, such as lack of practice and lack of grammatical competence (ubaedillah, 2020). for most students in one of the institutes in surakarta, central java, where this study took place, achieving an adequate toefl score is not easy, considering that the campus does not have teachers with english education backgrounds or other tira nur fitria students’ ability in the structure and written expression section in toefl prediction test 154 related study programs. many students have never learned how to do the toefl test. however, in the fifth semester, the toefl course is an important subject that students must take. the toefl prediction test certificate is used as a requirement to take the final exam and thesis. the biggest difficulty is of course the toefl itself which is known to have a high level of difficulty. external and internal factors in the toefl process are no less important such as observing and understanding students’ behavior and motivation when the students are doing the toefl test. to understand more about the nature of the toefl test especially its structure and written expression (swe) section, the following section discusses both in detail. test of english as foreign language (toefl) according to murray and christison (2010), toefl offers both internet and paper-based testing. the exam is an indirect indicator of how test-takers read, listen, and write english. the official toefl test is offered in two formats, internet-based toefl (ibt) and paper-based toefl (pbt). the ibt is given on a computer, and the pbt is given with paper and pencil (hasik et al., 2008). the format of the test depends on the test center location where the test-takers register. during its development, the toefl has several versions, namely paper-based (pbt), internetbased (ibt), and computer-based (cbt). the three of them can be used as a requirement for students’ admission to schools abroad as well as measuring the level of english proficiency. in addition, toefl is also available in the form of an institutional testing program (itp) for students with intermediate and advanced levels of english. even so, the four have differences, both in structure, period, and minimum score limits. in determining the students’ levels related to the generally accepted standards of english competence, one of the best-known systems of international proficiency tests is toefl test (davies & pearse, 2000). some professional licensing and certificating agencies use toefl scores to evaluate english proficiency (sharpe, 2020). it is also supported by dulan (2012) who states that most institutions accept scores of the toefl (test of english as a foreign language) or the ielts (international english language testing system). toefl is one of the english language proficiency tests besides toeic and ielts (stirling, 2015). the toefl test is used by scholarship selection committees of governments, institutions, universities, and agencies as a standard of the english proficiency of the candidates. the toefl structure and written expression help to test the ability to recognize written english used in formal contexts (formal written english). in spoken communication, certain english terms can be accepted, but in written communication, they cannot be accepted or are not widely used. structure and written expression (swe) toefl structure section consists of two types of questions, sentence completion and error identification (miller & wheeler, 2003b). while, according to widiastuty et al. (2020), there are two types of structure and written language, which are structure and written expression. ang-zie (2020) states that part a (structure) consists of 15 questions designed to test someone’s ability to recognize the correct language used in the language standard written english. these fifteen questions consist of incomplete sentences, under each sentence (question item), celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 155 test-takers will see four choices (a, b, c, or d) in the form of a word or phrase. they have to choose one of the four choices to complete the sentence. next, part b (written expression) consists of 25 questions in the form of sentences, where each sentence has four outlined words or phrases and is marked with the letters (a), (b), (c), or (d). test-takers are asked to choose one of the four words or phrases that must be changed to make the sentence correct (bailey, 2001). in swe, there are two kinds of questions, sentence completion and error identification. in sentence completion questions, the test-takers are required to find the correct answer to complete the blank sentences. while in error identification questions, the underlined words or phrases ask the test takers to identify the wrong answer. even though swe is a section with the least number of questions (40 questions) compared to the listening section (50 questions) and the reading section (50 questions), this section does require extra precision and knowledge, not just guessing what words are the most comfortable to read. it requires analysis of standardized formulas. in addition, several studies had been conducted related to various problems encountered by the students in swe, among others, hajri et al. (2018) who recognized the difficulties of the students in referring to toefl's structure and written expressions and to analyze the causes of the errors of the students. also, thiel (2019) examined which skills of the toefl were challenging for students, and kholidi (2018) found the skill of the students in toefl's swe section and the kinds of swe section products that caused the problems. also, muhajir (2018) explored the difficulties experienced by learners tested in pbt (fitria, 2021), and handayani (2019) studied the difficulties of nursing students in the section of the form and written expressions in the paper-based toefl. finally, hadi (2020) examined the difficulties of students in structure and written expressions on paper-based toefl. those previous studies have a similar focus on the swe toefl section and its difficulties, but there are differences between those studies and the current study, which is the objectives of the current study. previous studies focused on the question items related to the difficulty in grammar aspects which include the internal factor, while this study focuses on the students’ perception in doing the swe toefl section based on internal and external factors that influence the students’ difficulty in doing the section. based on the explanation stated previously, the researcher is interested in investigating the swe section of the toefl prediction test. thus, the researcher formulates the objective of this study as to know the students’ ability and their perceptions towards the toefl prediction test of the structure and written expressions (swe) section. method this study uses descriptive quantitative method. the descriptive quantitative method is used to describe or explain events or an event happening at this time in the form of meaningful numbers. descriptive statistical analysis is a statistic used to analyze data by describing data that have been collected without intending to draw conclusions that apply to generalization. to know students' ability in dealing with toefl swe, this study uses a test using google form. the purpose of the test is to collect as much information as possible (rubin & chisnell, 2011). the tests are in forms of sentence completion and tira nur fitria students’ ability in the structure and written expression section in toefl prediction test 156 error identification questions, covering 15 questions for sentence completion in which the students were expected to find the correct answer; and 25 questions for error identification questions, in which the students were expected to look for the incorrect answer from the underlined words in sentences. in this research, the researcher shares the test using google forms. through the google form, points are awarded for swe section questions in the form of multiple choice. by providing an answer key and determining the number of points at the time of question creation, google forms can automatically provide points for each question. so, the researcher only describes the details of the points obtained by the students in the swe section. in addition, the researcher uses a questionnaire to investigate the students’ perception when doing the swe section test. there are 15 questions in the questionnaire relating to the student’s perception about the structure and written expression in toefl with two options of “yes/no” questions. in these two answer choices, respondents can fill out a questionnaire according to the available alternative answers. besides, the data is also obtained quickly at the time of data collection. the respondents are students of itb aas indonesia, consisting of regular and non-regular classes. there are 118 students from a regular class (a), while 136 students from a non-regular class (b). in this study, the researcher used the data analysis technique. there are several interrelated steps used in the process of analysing the quantitative data (creswell, 2012). the first step is to prepare the data for analysis. typically, the researcher conducts a descriptive analysis of the data reporting measures of central tendency. the next step is to report the results found using tables, figures, and discussion of the key results. finally, the researcher interprets the results from the data analysis that consists of the result summary descriptively. findings the objective of this study is to know the students’ ability and their perceptions towards the toefl prediction test of the swe section. below are the results of the data analysis. the students’ ability of structure and written expression test the table below shows the test’ result in structure and written expression section in average, median, and range score from google response. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 157 figure. 1 the regular students’ correct score in swe based on the toefl test of the regular students, it shows that the scoring average of the students is 30.01 out of 40 points, the median score is 36 out of 40 points, while the range score is 4 up to 40 points which means that the correct students’ answers are between 4 up to 40 correct answers. it indicates that the regular students have the lowest score of 4 (or 23 scores), and the highest score of 40 (or 68 scores). figure 2. the non-regular students’ correct score in swe meanwhile, based on the toefl test of the non-regular students, it indicates that the scoring average of the students is 30.68 out of 40 points, the median score is 36 out of 40 points, while the range score is 5 up to 39 points which means that the correct students’ answers are between 4 up to 40 correct answers. it confirms that the regular students have the lowest score of 5, and the highest score is 39 or 67 scores. the students’ opinions of swe the table below describes the questionnaire result from the students’ perception towards the toefl as a whole and especially the structure and written expression (swe) section, as well as the internal and external factors that influence it. table 1. the result of questionnaire from regular students no statement response yes no 1. structure and written expression is one of the most difficult tests in the toefl 85 (72 %) 33 (28 %) 2. there are a large number of structure and written expression questions (consisting of 40 questions) 94 (79.7 %) 24 (20.3 %) 3. the total time duration for working on the structure and written expression questions is limited to around 25 minutes 77 (65.3 %) 41 (34.7 %) 4. learning grammar is important in taking the toefl structure and written expression test 111 (94.1 %) 7 (5.9 %) 5. grammar material on structure and written expression is difficult to be learned 85 (72 %) 33 (28 %) tira nur fitria students’ ability in the structure and written expression section in toefl prediction test 158 6. the sentences in the structure and written expression contain complex sentences that are difficult to understand 88 (74.6 %) 30 (25.4 %) 7. there are many foreign words in the structure and written expression test questions 96 (81.4 %) 22 (18.6 %) 8. i studied the structure and written expression material before the toefl test 97 (82.2 %) 21 (17.8 %) 9. i had experience taking previous toefl tests 46 (39 %) 72 (61 %) 10. i did exercises on structure and written expression before the toefl test 65 (55.1 %) 53 (44.9 5) 11. i got easily distracted by my surroundings when working on structure and written expression questions 90 (76.3 %) 28 (23.7 %) 12. i easily lose concentration in working on structure and written expression questions 80 (67.8 %) 38 (32.2 %) 13. i tend to choose easy questions first over difficult questions 109 (92.4 %) 9 (7.6 %) 14. i tend to interpret each word in the structure and written expression questions 90 (76.3 %) 28 (23.7 %) table 1 illustrates the regular students’ perception toward the structure and written expression section. the table clearly shows that the researcher uses closed questionnaires which contain questions or statements that usually require respondents to answer with yes or no. this closed questionnaire does not provide other alternatives to the respondents' possible answers so that they immediately received a definite answer. in the 1st statement, 85 students (72 %) agree that swe is one of the most difficult tests in the toefl test. then, in the 2nd statement, 94 students (79.7 %) agree that there are too many questions in the swe section. in the 3rd statement, 77 students (65.3 %) agree that the time duration in doing the test is very limited to only 25 minutes for 40 questions, while in the 4th statement, 111 students (94.1 %) agree that learning/studying english grammar is important in doing the swe section test. in the 5th statement, 85 students (72 %) agree that grammar is difficult to be learned, and in the 6th statement, 88 students (74.6 %) agree that swe contain complex sentences. in the 7th statement, 96 (81.4 %) agree that there are many unfamiliar words in the swe test, while in the 8th statement, 97 students (82.2 %) studied the material before doing the test. next, in the 9th statement, 72 students (61 %) reported that they did not have experience in doing the toefl test before, and in the 10th statement, 65 students (55.1 %) respondents did the exercise before the test. in the 11th statement, 90 students (76.3 %) said that they were easily distracted by their surroundings when doing the test, while in the 12th statement, 90 students (76.3 %) said they were easy to lose concentration when doing the test. in the 13th statement, 109 students (92.4 %) reported that they tend to choose an easy question first over difficult questions, then in the 14th statement, 98 students (83.1 %) tend to choose short questions first. lastly, in the 15th statement, 90 students (76.3 %) tend to interpret each word in a test. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 159 table 2. the result of questionnaire from non-regular students no statement response yes no 1. structure and written expression is one of the most difficult tests in the toefl 103 (75.7 %) 33 (24.3 %) 2. there are a large number of structure and written expression questions (consisting of 40 questions) 119 (87.5 %) 17 (12.5 %) 3. the total time duration for working on the structure and written expression questions is limited to around 25 minutes 106 (77.9 %) 30 (22.1 %) 4. learning grammar is important in taking the toefl structure and written expression test 130 (95.6 %) 6 (4.4 %) 5. grammar material on structure and written expression is difficult to be learned 107 (78.7 %) 29 (21.3 %) 6. the sentences in the structure and written expression contain complex sentences that are difficult to understand 99 (72.8 %) 37 (27.2 %) 7. there are many foreign words in the structure and written expression test questions 125 (91.9 %) 11 (8.1 %) 8. study the structure and written expression material before the toefl test 99 (72.8 %) 37 (27.2 %) 9. have experience taking previous toefl tests 60 (44.1 %) 76 (55.9 %) 10. practice doing exercises on structure and written expression before the toefl test 64 (47.1 %) 72 (52.9 %) 11. easily distracted by your surroundings when working on structure and written expression questions 111 (81.6 %) 25 (18.4 %) 12. easily to lose concentration in working on structure and written expression questions 102 (75 %) 34 (25 %) 13. tending to choose easy questions first over difficult questions 124 (91.2 %) 12 (8.8 %) 14. tending to choose short questions first over difficult questions 123 (90.4 %) 13 (9.6 %) 15. tending to interpret each word in the structure and written expression questions 118 (86.8 %) 18 (3.2 %) table 2 represents the non-regular students’ perceptions toward the structure and written expression section. in the 1st statement, 103 students (75.7 %) agree that swe is one of the most difficult tests in the toefl, while in the 2nd statement, 119 students (87.5 %) agree that there are many questions in the structure and written expression section. next, in the 3rd statement, 106 students (77.9 %) agree that the time duration in doing the test is limited to only 25 minutes for 40 questions, and in the 4th statement, 130 students (95.6 %) students agree that learning/studying english grammar is important in doing the swe test. in the 5th statement, 107 students (78.7 %) agree that grammar is difficult to be learned. in the 6th statement, 99 students (72.8 %) agree that swe contain complex sentences. in the 7th statement, 125 students (91.9 %) agree that there are many unfamiliar words in the swe test. in the 8th statement, 99 students (72.8 %) study the material before doing the test, while in the 9th statement, 76 students (55.9 %) said that they did not have experience in doing the toefl test before. in the 10th statement, 72 students (52.9 %) reported to not do the exercise before the test, while in the 11th tira nur fitria students’ ability in the structure and written expression section in toefl prediction test 160 statement, 111 students (81.6 %) said to be easily distracted by their surroundings when doing the test. next, in the 12th statement, 102 students (75 %) reported to be easy to lose concentration when doing the test, while in the 13th statement, students (91.2 %) tend to choose an easy question first than the difficult questions. in the 14th statement, 123 students (90.4 %) said to tend to choose short questions first, and finally in the 15th statement, 118 students (86.8 %) said that they tend to interpret each word in a test. discussion based on the findings from the online test of the structure and written expressions section, it shows that there are differences in a test score. the regular students show that the scoring average is 30.01 out of 40 points, the median score is 36 out of 40 points, while the range score is 4 up to 40 points. it means that the correct students’ answers are in the range of 4 up to 40 correct answers, meaning that the regular students have the lowest score in 4, and the highest score in 40. while from the non-regular students, the average score of the students is 30.68 out of 40 points, the median score is 36 out of 40 points, while the range score is 5 up to 39 points, meaning that the correct students’ answers are between 4 up to 40 correct answers. it implies that the regular students have the lowest score of 5, and the highest score of 39, or most of the students’ answers are correct. the descriptions illustrate that in average score, non-regular students achieve a higher score of 30.68 than regular students’ score of 30.01. in the median score, both regular and non-regular students have identical median score of 36 out of 40 points. in the range score, regular students have a minimum score of 4 and a maximum score of 40, meaning that the students have a minimum score of 4 of the correct answer in a test and reach the perfect score of 40 of correct answers in the test. while non-regular students have a minimum score of 5 and a maximum score of 39, meaning that the students have a minimum score of 4 in the correct answer in a test and reach a score of 39 of correct answers in the test. based on the findings from the questionnaire related to the students’ perception toward the structure and written expression test, it shows that 118 regular students and 136 non-regular have similar and different opinions toward the structure and written expression section. the similarities show that: 1) most students agree that structure and written expression is one of the most difficult tests in the toefl; 2) most students agree that there are many questions in the structure and written expression section; 3) most students agree that the time duration in doing the test is very limited to only 25 minutes for 40 questions; 4) most students agree that learning/studying english grammar is important in doing the structure and written expression test; 5) most students agree that grammar is difficult to learn; 6) most students agree that structure and written expression contain complex sentences; 7) students agree that there are many unfamiliar words exist in the structure and written expression test; 8) most students studied the material before doing the test; 9) most students did not do the exercise before the test; 10) most students were easily distracted by their surroundings when doing the test; 11) most students were easy to lose concentration when doing the test; 12) most students tend to choose an easy question first than difficult questions; 13) most students tend to choose short questions first; and 14) most students tend to celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 161 interpret each word in a test. conversely, dealing with the differences, most regular students did the exercise before the test, while most non-regular did not do the exercise before the test. the findings confirm the previous studies investigating the problems and difficulties of structure and written expression, such as hajri et al. (2018) who analyzed the difficulties of the students in referring to toefl's structure and written expressions and to find the causes of the errors of the students, and thiel (2019) who examined which skills on the toefl were challenging for students. next, it is also related to the study by kholidi (2018), who found the skill of the students in toefl's swe section and the kinds of swe section products that caused the problems, and muhajir (2018) who explored the difficulties experienced by learners tested in pbt in mastering structure and written language. then, it also supports the study by handayani (2019) who studied the difficulties of nursing students in the section of the form and written expressions in the paper-based toefl, and hadi (2020) who examined the difficulties of students in structure and written language on paper-based toefl. besides the grammar aspect, other factors influence the difficulty of doing the swe section, such as the internal and external influences of non-english students leading to the difficulties (kholidi, 2018). the problems emerge from the internal variables such as the students’ low degree of grammar use and their lack of grammar educational context. while the problems emerge from external factors, such as the time allocated is not appropriate for them, and their view of this section that toefl is more challenging than other sections. the problems also include poor knowledge of grammar, less concentration, lack of practice, and restricted vocabulary (tilana et al., 2019). the other statements also indicate that the challenges of students arise from the comprehension of participants, participants’ issues, and lack of time for rehearsal. some efforts done by the students to solve the problems were by applying appropriate rehearsal time and fostering comprehension of form and written language (gina, 2019). the swe section of the toefl requires ability to use proper and correct structure or grammar. to have good swe skills, a person must have sufficient knowledge of reading and listening activities. besides, other factors can also affect students' ability to do the swe toefl section, including 1) the physical condition of someone who is doing the toefl test, in other words, if his/her physical condition is not healthy, then someone's concentration will be disturbed when carrying out the toefl test; 2) motivation is the next factor which can produce additional energy in individuals, marked by the emergence of affective (feelings) and reactions to achieve goals; 3) environmental factors, which can consist of family environment, school environment, and community environment; 4) technical factors, namely things that are directly related to the implementation of the test; and lastly, 5) time, which is used by individuals in analyzing and planning the strategy to increase the benefits and efficiency of doing the toefl test. conclusion the structure and written expressions (swe) of toefl consists of two sections, the sentence structure and the written expression, covering 40 questions of 15 structural questions (number 1 to 15) and 25 written expression questions tira nur fitria students’ ability in the structure and written expression section in toefl prediction test 162 (number 16 to 40). it takes 25 minutes for those 40 questions to be answered. many students state that the swe is the hardest part of doing the toefl test. the structure and written expression section of the test requires intensive, planned, and gradual practices. finally, further research is needed to find methods, techniques, and teaching materials that could speed up the mastery of the structure and written expressions section of the toefl test. references ang-zie, m. k. 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(2020). structure and written expression section on paper-based toefl: perceived difficulties by students of universitas muhadi setiabudi. dialektika jurnal pendidikan bahasa inggris, 8(1), 1–18. https://journal.peradaban.ac.id/index.php/jdpbi/article/view/536 celtic celtic: a journal of culture, english language teaching, literature and linguistics celtic: a journal of culture, english language teaching, literature, and linguistics is published biannually every june and december (p-issn: 2356-0401, e-issn: 2621-9158) presenting articles on culture, english language teaching, literature, and linguistics. contents include analysis, studies, application of theories, research reports, material development, and book reviews. celtic was first published in june 2014. chief editor bayu h. wicaksono, m.ed., ph.d., university of muhammadiyah malang editors lungguh ariang bangga, m. app.ling., ahmad dahlan university, indonesia lazuar azmi zulferdi, m. app.ling., ahmad dahlan university, indonesia sri rejeki murtiningsih, ph.d., university of muhammadiyah yogyakarta, indonesia tono suwartono, ph. d., university of muhammadiyah purwokerto, indonesia dr. moh. hasbullah isnaini, m.pd., university of brawijaya, indonesia puji sumarsono, m.pd. university of muhammadiyah malang, indonesia santi prastiyowati, m.pd. university of muhammadiyah malang, indonesia reviewers willy renandya, ph.d, nanyang technology university, singapore dr. yudhi arifani, university of muhammadiyah gresik, indonesia dr. ikhsanuddin, tanjung pura university, indonesia healty susantiningdyah, m.appling., university of east kalimantan, indonesia merina devira, m.a., samudera university, indonesia firqo amelia, m.a., abdurrachman saleh university, indonesia saefurrohman, ph.d., university of muhammadiyah purwokerto, indonesia dr. estu widodo, m.hum., university of muhammadiyah malang, indonesia dr. fardini sabilah, m.pd., university of muhammadiyah malang, indonesia dwi poedjiastutie, m.a., ph. d., university of muhammadiyah malang, indonesia dr. sudiran, m.hum., university of muhammadiyah malang, indonesia riski lestiono, m.a., university of muhammadiyah malang, indonesia eka listianing rahayu, m. app.ling., state polytechnic of malang, indonesia, alimin adi waluyo, m. app.ling., university of muhammadiyah malang, indonesia rafika rabba farah, m.ed., university of muhammadiyah malang, indonesia adityo, m.a., university of muhammadiyah malang, indonesia rosalin ismayoung gusdian, m.a., university of muhammadiyah malang, indonesia agista nidya wardani, s.s., s.pd. m.a., university of muhammadiyah malang, indonesia managing editors nina inayati, m.ed., university of muhammadiyah malang, indonesia masyhud, m. pd., university of muhammadiyah malang, indonesia copy editor triastama wiraatmaja, m.si. university of muhammadiyah malang, indonesia website & cover designer prihadi dwi nurcahyanto, m.pd. javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/celtic/about/editorialteambio/58222') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/celtic/about/editorialteambio/58225') correspondence: address: celtic editorial team, english language education department, faculty of teacher training and education, university of muhammadiyah malang. jl. raya tlogomas no. 246 malang 65144, east java, indonesia. email: celtic@umm.ac.id telephone: +62-341-464318 ext. 121. fax no: +62-341-460435 published and copyright by umm press, malang © 2021 celtic p-issn: 2356-0401 e-issn: 2621-9158 celtic: a journal of culture, english language teaching, literature and linguistics 1 the implementation of the story mapping strategy to enhance students’ reading comprehension muhammad lukman syafii…………………………………..….…………………. 1-21 2 business administration students’ anxiety in speaking skill practice fu'ad sholikhi…………………………………..….……………………………………. 22-32 3 video-assisted extensive listening program to improve preservice efl teachers’ listening skills rina astuti purnamaningwulan…………………………………..….…….……. 33-43 4 cyberbullying in movie cyberbully: an analysis from the psychological perspective nine febrie novitasari, nadya irma aggriny hia…………………………. 44-64 5 literature circles in reading class: students’ participation and perception novitasari, eka listianing rahayu, bambang suryanto………………... 65-77 6 parents’ involvement and its effects on english young learners’ selfefficacy christiani tiwi sumanti, retno muljani ……………………………………… 78-89 7 pre-service teachers’ perceived readiness in teaching online in international internship program tri yuli ardiyansah……………………………………………………………………. 90-102 8 scrapbook to introduce alphabet: a development research for preschool learners diana dwi shopiyana, ikhsanudin, eni rosnija……………………………. 103-111 9 nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election diah merrita……………………………………………………………………………… 112-125 10 students’ perceptions about the online listening courses during the covid-19 pandemic salsabila gita nurani, utami widiati……………………………………... 126-139 celtic volume 8, number 1, pp. 1-139 malang, june 2021 https://ejournal.umm.ac.id/index.php/celtic/article/view/16161 https://ejournal.umm.ac.id/index.php/celtic/article/view/16161 https://ejournal.umm.ac.id/index.php/celtic/article/view/14132 https://ejournal.umm.ac.id/index.php/celtic/article/view/14132 garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 44 jung's psychological types and characterisation in alex laguma’s literary works 1issa omotosho garuba* 1 kwara state university, nigeria *corresponding author: omotoshoissa@gmail.com. abstract characterisation has immense influence on the study of literature, because it is as one of the determinants in measuring the quality of a narrative. thus, in assessing this aspect of a narrative, especially when dealing with characters in a racist narrative, requires an encompassing analytical approach. hence, this paper is aimed at analysing the psychological impulses that underlying the personality formations of the black characters in alex la guma’s a walk in the night and in the fog of the season’s end. in which, it adopts carl gustav jung’s psychological types. the choice of this psychoanalytical tool is informed by the fact that, of all the psychological discoveries of jung, the psychological types or the psychology of individuation has been acknowledged as his most significant discovery in psychoanalysis which has not attracted the literary critical attention, especially in terms of character analysis. to this end, therefore, the study attempts to establish the two categories of the reactions identified by jung, namely introversion and extraversion, using the two alex la guma’s fictions.in addition, through the psychological complexities of the characters, ultimately, it is revealed that the extreme reactions are the products of individual innate tendencies, devoid of the social or the racial affiliations. keywords: psychoanalysis; jung; psychological types; characterisation;narrative; laguma abstrak karakterisasi sendiri memiliki pengaruh yang sangat besar pada sebuah studi literatur, karena itu dianggap sebagai salah satu penentu utama dalam mengukur kualitas sebuah narasi. jadi, dalam menilai aspek narasi seperti ini, terutama ketika berhadapan dengan tokoh-tokoh atau karakterisasi dalam sebuah narasi rasis, sehingga memerlukan pendekatan analitis yang sangat menyeluruh. oleh karena itu, makalah ini sendiri bertujuan untuk dapat menganalisis sebuah impuls psikologis sehingga hal tersebut mendasari sebuah pembentukan kepribadian seorang karakter berkulit hitam di dalam a walk in the night dan in the fog of the season's end karya alex la guma. di mana, ia mengadopsi jenis psikologis yang dikemukakan oleh seorang carl gustav jung. pilihan alat psikoanalisis ini sendiri diinformasikan oleh fakta bahwa, dari semua penemuan psikologis jung, tipe psikologis atau psikologi individuasi telah diakui sebagai penemuannya yang paling signifikan dalam psikoanalisis yang belum menarik perhatian kritis sastra, terutama dalam hal analisis karakter. untuk tujuan ini, oleh karena itu, penelitian ini berupaya untuk menetapkan dua kategori reaksi yang diidentifikasi oleh jung, yaitu introversi dan juga extraversion, dimana keduanya menggunakan dua fiksi karya alex la guma. selain itu, melalui kompleksitas sebuah psikologis karakter, akhirnya, terungkap bahwa reaksi ekstrem adalah produk dari kecenderungan bawaan individu, tanpa adanya afiliasi sosial atau rasial. kata kunci: psikoanalisis; jung; tipe psikososial; karakteriasi; narasi; la guma introduction the centrality of characterisation and/or character in narrative cannot be overemphasized because it is intrinsic to “stylistic and narrative techniques for the celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 45 representation of human features, actions, intentions, desires and traits in the novel form and how these interact with reader’s cognitive strategies forrecognising and developing knowledge...about other people” (martin, 2004, p. 10). the manifestations of these human features are presented by the novelist through characters who are made to exhibit these various traits. if the story seems ‘true to life’, for instance, readers generally realise that “its characters act in a reasonably consistent manner and that the author has provided them with motivation: sufficient reason to behave as they do” (kennedy &gioia, 2007, p. 73).this realisatíon inevitably places characters at the centre of a narrative, that is, as the collective force by which the plot is driven. in specific terms,bennett&royle (2004, p. 60) accentuate this key placeof characters inliterary texts as “the life of literature: they are the objects of our curiosity and fascination, affection and dislike, admiration and condemnation”. similarly, stevick(1967, p. 221) observes that “through the nineteenth century, until well into the twentieth century, the fashionable way of responding to a novel was to consider its characters, to analyze their motives, to remark on the cleverness of their portrayal, and quite often to declare one’s love for them”. apparently, all of these are critical pointers to the centrality of characters to narrative and its criticism. in view of this, stevick(1967, p. 222) further maintains that: …whether criticism of character is fashionable or not, whether the bulk of criticism that deals with character is incisive or fatuous, individual readers will continue to respond to novels because their sense of common humanity is engaged by the portrayals of human beings which they find there. thus, bearing in mind that psychoanalysis is a critical method by which characters’ dispositions can be analysed in relation to motivating factors or influences, this study examines the probable psychological impulses underlying the personality formations of the black characters in alex la guma’sa walk in the night(1962) and in the fog of the season’s end(1972).primarily, the study assesses the articulation of the characters’ most private anxieties vis-a-vis meanings held to culture and race by which their personality types are definable, and offers a perspective on them as individual’s unconscious idiosyncrasies largely ignited by socio-cultural phenomena. thisultimately corroborates the assertion that “reading characters involves learning to acknowledge that a person can never finally be singular – that there is always multiplicity, ambiguity, otherness and unconsciousness.” (bennett &royle, 2004, p. 67) method this paper is a product of a qualitative research design. a research designis acknowledged as “the researcher’s plan of how to proceed to gain an understanding of some groups or some phenomena in their natural settings” (ary et al., 2010 cited in azizah&sudiran, 2015, p. 7).qualitative research is defined as involving an interpretative and naturalistic approach (denzin& lincoln, 1994, p. 3). this implies that qualitative researchers “study things in their natural settings, attempting to make sense of, or to interpret phenomena in terms of the meanings people bring to them” (3). it is a kind of study that is characteristically aimed at understanding some aspects of social life and its methods (in general) to generate words, rather than numbers, as data for analysis garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 46 (patton &cochron, 2002, p. 23). qualitative research method is relevant to this kind of research because, in the words of babbie&mouton (2001, p. 7), it entailsthe “generation of contextually valid descriptions and interpretations of human actions based on indepth inside reconstructions of the life of the worlds of actors”. the data presentation in the study has been undertaken by drawing on critical actions (conscious and unconscious), reactions and words of the major characters in the objects of the research, the two selected novels of alex la guma,a walk in the night and in the fog of the season’s end.laguma was a south african writer who wrote substantially against the background of the erstwhile apartheidsouth africa, and the two novelsindeed insightfully provide such a historical context. in order to provide psychological response tothe researchquery, the study adopts jung’s psychological types, otherwise known as the theory of individuation, as the critical tool. the suitability of the theory to character study in these racial narratives, and indeed other novels of similar intense focus on character identity and psychological configuration at large, is underscored by the fact that it provides an in-depth psychological approach to how human personalities or characters that are oriented in particular ways based on their reactions to, or relations with, the realities of their immediate environments upon which their personalities are, in turn, categorised or identifiable in terms of types. also, alongside this framework, the study contextualizes what is conceived as personality formation in apartheid south africa vis-à-vis la guma’sfiction. this is with a view to putting in perspectives the probable psychological dispositions within which the characters in la guma’s fiction, who are largely products of the notorious system, are examinable. jung’s psychological types although theories of personality abound, carl gustav jung offers a distinctively outstanding theory of personality formation which can, indeed, “be fully grasped especially when it is traced to, and placed within, the context of the general psychological theory of personality” (garuba, 2019, p. 57).his personality theory is anchored on two basic personality orientations– introversion and extraversion – by means of which man is acknowledgeably organised. in view of this, it is presumed that certain psychological and perceptual functions and attitudes determine the ways in which man habitually or preferentially orient him/herself and, in turn, aid his/her conception of phenomenological experience (jung, 1946, pp. 183-184). he locates his observation historically thus: when we reflect upon human history, we know how the destinies of one individual are conditioned more by the objects of his interest, while in another they are conditioned more by his own inner self, by his subject. since, therefore, we all swerve rather more towards one side than the other, we are naturally disposed to understand everything in the sense of our own type. (jung, 1946, p.9) the foregoing apparently entails a prelude to jung’s typology or classification of human psychological orientations. thus, a type (either extravert or introvert) is said to exist when an individual exhibits the operation of one or the other of the personality celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 47 inclinations more. he notes emphatically that it is “the individual disposition which decides whether one belongs to this or that type” (jung, 1946, p. 560). the two personality types are characteristically described as follows: introversion is normally characterized by a hesitant, reflective, retiring nature that keeps itself to itself, shrinks from objects, is always slightly on the defensive and prefers to hide behind mistrustful scrutiny. extraversion is normally characterized by an outgoing, candid, and accommodating nature that adapts easily to a given situation, quickly forms attachments, and, setting aside any possible misgivings, will often venture forth with careless confidence into unknown situations. in the first case obviously the subject, and in the second the object, is all-important. (jung, 1946, p.44) his actual definitions of the two attitude-types are relatively simple. extraversion means an “outward flowing of the libido” or “an orientation to the outer world of people, things and activities” while introversion means the “inward-flow of the libido” or an “orientation to the inner world of concepts, ideas, and internal experience” (mowah, 1996, p. 4; sommers-flanagan &sommers-flanagan, 2004, p. 12). in other words, extraversion is the attitude style in which “external factors are the predominant motivating force for judgments, perceptions, feelings, affects and actions while introversion is where internal or subjective factors are the chief motivation”(sharp, 1987, p. 14). that is, “while the extravert responds to what comes to the subject from the object (outer reality), the introvert relates mainly to the impressions aroused by the object in the subject (inner reality)” (sharp, 1987, p. 65). jung’s personality conceptions are, implicitly, theoretical principles which he has “abstracted from an abundance of observed facts”. (jung, 1946, p. 10). whether it is due to biological or environmental inclinations, it is further revealed that every individual possesses both mechanisms but only the relative predominance of the one or the other in the individual determines the type (p.10). in his general description of the types and how they function in shaping human personality, he realizes that there is a natural tendency to regard such differences in human nature as mere idiosyncrasies. thus, he posits that: anyone with the opportunity of gaining a fundamental knowledge of many men will soon discover that such a far-reaching contrast does not merely concern the individual case, but is a question of typical attitudes, with a universality far greater than a limited psychological experience would at first assume. (p. 413) in addition, it is established that both the basic attitudes described above are inherent in every individual. that is, no individual is only introvertedly or extravertedly inclined; rather, it is “always a relation of adaptation” (p. 414) whereby “only the relative predominance of the one or the other determines the type”. (p. 10) in his conception of the nature and distribution of the personality types, several observations are made by jung. according to him, the two attitude-types are ubiquitous and affect all levels of society. in fact, they override the distinctions of sex, noting further that the types apparently have quite random distribution, such that, in the same garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 48 family, two children may even be antithetical, i.e. “one is introverted, and another extraverted” (jung, 1946, pp. 413-414). in view of this, in examining the possible origins of the attitude-types, he concludes that they do not arise from conscious selection or intention and must therefore be due to some unconscious, instinctive cause: since, in the light of these facts, the attitude-types, regarded as a general phenomenon having an apparent random distribution, can be no affair of conscious judgment or intention, its existence must be due to some unconscious, instinctive cause. the contrast of types, therefore, as a universal psychological phenomenon, must in some way or other have its biological precursor. (p. 414) finally, four basic operational and/or functional modes by which both personality attitudes are analytically ascertainable or identifiable in individuals are offered by jung. the functions are: thinking, feeling, sensation, and intuition (p. 14). thus, eight (8) variables are distinctly established for analyzing personality types: extraverted thinking type; extraverted feeling type; extraverted sensation type; extraverted intuition type; introverted thinking type; introverted feeling type; introverted sensation type; and introverted intuition type. (see jung, 1946) contextualising personality formation in apartheid south africa vis-à-vis alex la guma’sfiction it is axiomatic that alex la guma’sworks can be properly construed against the background of the historical apartheid in south africa. under the system, south africa was a society said to have been built on “a vertical separation of races”; that is, whites from blacks (davenport, 1987, p. 323).the reality of the racist south africa apartheid era was a situation whereby to be black or non-white translated to an absolute personality negation (starck-adler, 2005 p. 94). it was “a colonial world of manicheism where the black man was regarded as the quintessential evil” (ogbeide, 2014, p. 116). indeed, the atmosphere of racial injustice inflicted on the victims (the coloured peoples) by whites during apartheid characterises la guma’snarratives.nwagbara (2011, p. 115)posits that his fiction “constantly challenges and interrogates the conscience of apartheid, whose operational ethos is verged on violence”. la guma’s identification with the marginalised blacks, who daily struggle, sometimes violently, against thedehumanising system assumes a crucial base of his fiction and, in the context of this study, the blacks in the struggle are presumably susceptible to personality reorientations and/or formations owing to the effects of the apartheid system on their psyches. this especially so, considering the enormity of the various assaults on their sensibilities and the deplorable conditions to which they are subjected by settlers on their native land. it is such conditions that have, therefore, circumstantially transformed individual characters’ psyches, hence new personalities, as critically observed in his works. findings and discussion extraverted feeling type in a walk in the night the setting of the novella, a rotten crime-ridden district six, cape town, south africa, where the entire blacks inhabit, unambiguously offers a social celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 49 stratificationbetween the inferior blacks and the superior whites which characterised apartheid era in south africa. the development thus generates a significant level of racial rift in their relations, particularly emanating from the marginalised blacks who have, as a result, turned violent and ruinous to themselves and the society at large.ogbeide (2014, pp. 116-117) describes the setting of the text vis-à-vis the blacks’ condition thus: the world of district six, as presented by la guma, is one inhabited by spivs, whores, gangsters, poverty-stricken families and sundry social derelicts who are doomed by the apartheid system for a certain term to walk the night like shakespeare’s ghost. hedged in by racial segregation, exploitation and lack of education and therefore, poor or no job at all, most of the coloured youths in district six have come to see virtue in naked violence and the smoking of “dagga”. indeed, the encounter between the major character in a walk in the night, micheal adonis, and a white old man, mr. douhgty, speaks volume of the extent of hatred, disgust and inhumanity underlying the racial stereotypes, which is critically seen to have substantially informed a new personality formation in the protagonist, micheal adonis. micheal has just lost his job as a factory worker, via an outright disengagement, for daring to speak back at his white boss. on his way home, he nurses the situation which he considers to be apparently unjust, coupled with similar experiences of racial discrimination amidst the pool of which he is brought up. he encounters mr. doughty, who is known to him, and in the ensuing relations, he murders him, following an insignificant issue of a bottle of wine that is being shared (p. 27). to make a justifiable case for this murderous act would involve certain psychological (unconscious) underpinnings, if it cannot be construed consciously, as the case here. in other words, the justification for the brutal act is psychologically imperative. according to pointer (2011, p. 19) “this individual act of violence is therapeutic… it frees micheal from his inferiority complex and from his confusion and inaction”. indeed, following the killing, micheal: was suddenly pleased and proud of his own predicament. he felt as if he was the only man who had ever killed another and thought himself a curiosity at which people should wonder. he longed to be questioned about it, about the way he had felt when he had done it, about the impulse that had caused him to take the life of another. but the difficulty was that to reveal his secret was dangerous, so he had to carry it with him for all time or accept the consequences. the rights and wrongs of the matter did not occur to him then. it was just something that, to himself, placed him above others, like a poor beggar who suddenly found himself the heir to vast riches. (pp. 62-63) on the other hand, the identity of mr. doughty is of great significance. being a coloured south african, micheal is remotely, at that moment, overtaken by a collective unconscious, in jung’s conception, by the distant past wherein ‘white’ as racial identity garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 50 is already perceived an arch enemy, a situation that is orchestrated by the whites’ unjust racial relations with them. this is immediately rekindled by the occasion of his presumed unjust disengagement from job. hence, he is psychologically overwhelmed by the entire racist condition in which they have been overtly denigrated. he then becomes a new or another personality, at that moment, under the influence of the realities of his unconscious, leading to what can be considered as an unconscious revengeful act against his unconsciously perceived enemy (the white image in the old man), the killing of the old man over triviality. this unconscious impulse begins to exude in him at a point at which the old man helplessly demands at least a drop of wine from micheal: “micheal, my boy, spare a drop for your old uncle.” instead, micheal replies angrily, “you old bastard… can’t a boy have a bloody piss without getting kicked in the backside by a lot of effing law?” (p. 26). micheal’s raging response is, of course, quite insightful of the stringent conditions under which they live, and which, in turn, becomes a source of psychological worries for them. otherwise, the act would remain absolutely unjustifiable considering the helpless and pathetic way the narrator describes the old man, despite being white: “god bless my soul, i’ve got my troubles, too,” the old man said, with a sudden whine in his voice. “here i am and nobody to look after an old man.” tears of remorse gathered in his pale, red-rimmed eyes, and he knuckled them with a tangled skein of dirty cord that was his hand. “look at me. i used to be something in my days. god bless my soul, i used to be something.” (p. 25) in other words, micheal would have shown some civility and pity, if not for his psychological imbalance and impatience. evidently, micheal demonstrates the unconscious drive underlying his act thus: he stared back at the wreck on the bed and said, aloud, “god, i didn’t mean it. i didn’t mean to kill the blerry old man.” he wiped his mouth on the back of his hand and tasted the wine on it, then rubbed it dry on the seat of his jeans. a flood of thought bubbled through his mind. there’s going to be trouble. didn’t mean it. better get out. the law don’t like white people being finished off. well, i didn’t meant it. better get out before somebody comes. i never been here. he looked at the sprawled figure that looked like a blowndown scarecrow. well, he didn’t have no right living here with us coloreds. (pp. 27-28) placing the entire scenario within the theory of jung, the personality inclination towards which micheal adonis is driven is ascertained as typical of an ‘extraverted feeling’ personality type. generally, external or objective factors are said to be the predominant motivating force for judgment, feelings, perceptions and actions of every extravertedly inclined individual. in what he conceived as the problem of the attitudeattitude types in two essays in analytical psychology, jung (1972, p. 62) attributes to such a personality “an outgoing, candid, and accommodating nature that adapts easily to a given situation, quickly forms attachments, and, setting aside any possible misgivings, will often ventures forth with careless confidence into unknown situations”. from the above general perspective, to start with, micheal is perceived to have demonstrated this characteristic trend in his reaction to a white man’s contempt for him celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 51 while he (micheal) uses a piss-room at work. it is the circumstance which leads to his disengagement from his job. shortly after the incident, on his way home at a café, he bitterly and furiously relates it to a fellow black, willie boy: “howzit,” micheal adonis said, sitting down opposite to him. they were not very close friends, but had been thrown together in the whirlpool world of poverty, petty crime and violence of which that café was outpost. “nice boy, nice. you know me, mos. always take it easy. how goes it with you?” “strolling again. got pushed out of my job at the factory.” “how come then?” “answered back to a effing white rooker. foreman.” “those whites. what happened?” “that white bastard was lucky i didn’t pull him up good. he had been asking for a long time. every time a man goes to the piss-house he starts moaning. jesus christ, the way he went on you think a man had to wet his pants rather than take a minute off. well, he picked on me for going for a leak and i told him to go hell.” (pp. 3-4) in the ensuing conversation, it is evident that the stringent laws of the land condition and forbid any coloured individual to engage, attack, or speak back at white in any form. ordinarily, micheal knows and ought to be conscious of this; by avoiding such an act, yet he dares it and even gets more angry and acrimonious after being fired consequentially. typical of an extraverted orientation, it is an unknown situation, that is, the consequence of his act, which he has simply ventured into and now gets dejected over. this is revealed more after both have been served their meals: “micheal adonis went on eating, thinking over and over again, that sonavabitch, that bloody white sonavabitch, i’ll get him. anger seemed to make him ravenous and he bolted his food.” (p. 5) at this point in time, the violent acrimony against a white figure has unconsciously taken more definite shape in him, and he goes on with it, as revealed in his repeated imagination of what he could or would do to the white man if runs into him. from a specific perspective, ultimately, the ‘feeling’ part of his extraversion inclination gets into the picture, and this subsequently causes him to have impulsively killed that white old man after leaving the cafe, even when the man is not immediately connected to his current trouble. the impulse becomes more understood because, despite being harmless and helpless, the old man is in a way originally connected with the affective response currently being produced in him, typical of an extraverted feeling type, that of ‘the traditional or generally accepted values’ under the spell or impulse of which he is. indeed, in micheal’s case, the collective value, belief or notion under which impulse he acts at that moment can be construed as the plain incompatibility and intolerability of their race with the whites. presumably, they are two separate worlds that, on no account, should get along well owing to the racial segregation that has characterised the apartheid era in their country. this, therefore, largely underlies the unconscious irresistibility of his murderous act against an individually innocent white man who, at some point, is said not to have had any advantage of the system even as a garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 52 white man. in other words, it is caused by the unconscious aspect of his perception of his real world. jung(1946, p. 23) says in this regard: there are, moreover, unconscious aspects of our perception of reality. the first is the fact that even when our senses react to real phenomena, sights and sounds, they are somehow translated from the realm of reality into that of the mind. within the mind they become psychic events whose ultimate nature is unknowable (for the psyche cannot know its own psychical substance). significantly, on a conclusive note, a clear distinction is made in the analysis between the conscious and unconscious realities of micheal adonis. the former, which is characterised by the contemptuous racial discrimination of the coloured by the whites, is revealed as the factor-impulse behind the latter, his violent acts. the imperative of this is asserted by jung that it is the only way personality typology and/or classification can be analytically justifiable: for the sake of understanding, it is, i think, a good thing to detach the man from his shadow, the unconscious; otherwise the discussion is threatened with unparalleled confusion of ideas. one sees much in another man which does not belong to his conscious psychology, but which gleams out from his unconscious, and one is rather tempted to regard the observed quality as belonging to this conscious ego. life and fate may do this, but the psychologist, to whom the knowledge of the structure of the psyche and the dawning possibility of a better understanding of men is of the deepest concern, must not. a clear discrimination of the conscious man from his unconscious is imperative, since only the assimilation of conscious standpoints will clarity and understanding be gained, and never through a process of reduction to the unconscious backgrounds, sidelights, and quarter-tones. (pp. 203-204) indeed, that the human mind works at various levels presupposes that each part or level is distinctly observable and analysable in order to determine their operational interactions which, in turn, shape the general human psychical frame or structure, as asserted by jung. introverted feeling type in in the fog of the season’s end in every society where injustice, in all its dimensions, is structurally and systematically inherent, there is greater propensity for activism or revolution by the oppressed group channelled towards upturning the situation. with specific reference to the historical apartheid in south africa, there are substantial indices of activism or revolutionary bents in literary works about the racial imbalance of the period, ranging from liberal to violent ones, perpetrated by the segregated blacks. the works of alex la guma are evidently paradigmatic. according to nwagbara (2011, p. 119), despite the criticisms that have been levelled against his works, la guma’s novels: are steeped in unveiling the crisis period in the history of black-white contestation, which still casts long shadows in the contemporary time in south celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 53 africa. beginning with a walk in the night to time of the butcherbird, la guma’s main concern is to portray how blacks try to bring an end to the capitalist motive as well as oppression behind the great trek, which was informed by the desire to expand the white man’s economic coast through forceful acquisition of the indigenes’ land for economic reasons. the novel, in the fog of the season’s end, more than the relatively mild scenario recorded in a walk in the night, is an apparent exposition of a strand of violent activisms carried out by the oppressed blacks against white oppressors in the apartheid era. the background insight to this is immediately offered as the novel opens in the prologue. the prologue takes the reader4 through the experience of physical and psychological torture of a black, tetwane, who have been arrested amongst others killed following a protest. he is being subjected to such tortuous experience because they want him to reveal the secret details of their underground activism as well the identities of others who escaped apprehension in the encounter. in spite of the extremely hot atmosphere, the prisoner insistently asserts: ‘you want me to co-operate. you have shot my people when they have protested against unjust treatment; you have torn people from their homes, imprisoned them, not for stealing or murder, but for not having your permission to live. our children live in rags and die of hunger. and you want me to co-operate with you? it is impossible.’ (pp. 5-6) the entire scenario is against the backdrop of the fact that a group of blacks consisting of the three main characters (tekwane, beukes and isaac) have come together to form a secret activist alliance against the whites with a view to revolutionizing the unjust system of apartheid. having silently coordinated this course for a specific period, they eventually opt for reaching out to the black community, by creating awareness, through handbills, of the existence of such a group, their achievement so far and their readiness to fight the course of freedom. the handbill reads: ‘we bring a message… you will wonder that men and women would risk long terms of imprisonment to bring you this message. what kind of people do these things? the answer is simple. they are ordinary people who want freedom in this country… sent youth abroad to train as people’s soldiers, technicians, administrators… we will fight back… to men who are oppressed freedom means many things… give us back our country to rule for ourselves as we choose… many ways to fight for freedom…’ the strong hostility or opposition towards the whites is indeed clear manifestation of their physical and psychological responses to the racial discrimination they are being subjected to by the whites. this is further noted in the thought of one of the protagonists, beukes at the end of the narrative: garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 54 beukes stood by the side of the street in the early morning and thought, they have gone to war in the name of suffering of a people. what the enemy himself has created, these will become battle-grounds, and what we see now is only a tip of the ice-berg of resentment against an ignoble regime, the tortuous victims of hatred and humiliation. and those who persist in hatred and humiliation must prepare. let them prepare hard and fast-they do not have long to wait. (pp. 180181) taking the activism of the three characters as wherein the violent revolution of the blacks is embodied, their motive then is considerable as an overt manifestation of ‘introverted feeling’ orientation in jung’s conception. according to jung (1946, p. 44), introverted personality, as noted earlier on, is “normally characterized by a hesitant, reflective, retiring nature that keeps itself to itself, shrinks from objects, is always slightly on the defensive and prefers to hide behind mistrustful scrutiny”. the element of strong solidarity by the oppressed blacks to channel an underground course to change their fortunes in the hand of their oppressors; the mindset by which tekwane, beukes and isaac are characterised in the novel, points to a general trait of introverted personalities to reflect and react inwardly over their situations, and still keep to themselves while reacting to their conditions. this is because internal or subjective factors are the primary motivations by which they are being driven. on a specific note, in the ‘feeling’ orientation, jung (1946, p. 638) states that such personality: glides unheedingly over all subjects that do not fits in with his aim. it strives after inner intensity, for which the object serves at most as a stimulus. the depth of this feeling can only be guessed – it can never be clearly grasped. it makes people silent and difficult to access; it shrinks back like a violet from the brute nature of the object in order to feel the depths of the subject. it comes out with negative judgment or assumes an air of profound indifference as a means of defense. on the forgoing, the inner intensity (of feeling) after which the personalities of the trio strive is considered to be the unconscious drive underlying their move to launch violent agitation against their oppressors even when they are aware of their inferiority, incapacity and the high risk involved in such an endeavour by a black in apartheid south africa. in this regard, a jungian analyst, sharp (1987) notes that the motive of such personalities remains well hidden and are seldom outspoken or never reveal what they feel. this psychological state is evident in the tekwane’s insistence on not to speak out even in the face of life-threatening tortures. rather than revealing such motivation behind their action, sharp (1987, p. 75) observes further that “their subjective value generally exerts a positive secret on their surrounding”. that is, these characters still muster much confidence on the positive outcome of their secret agitations in the long run. hence, so long as they are being driven by this mindset, they would remain adamant to reveal anything about themselves. their focus would be the object of their stimulus. in view of this, therefore, the socio-structural system of apartheid in which they find themselves serves fundamentally as the object-stimulus for their activism. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 55 hence, because they have been overtaken by their unconscious realities, as shaped by apartheid regime, and is holding strong sway on their psyches, no amount of torture or threat would change their mindsets. it is a psychical structure that ahmad regards as “jamesonian political unconscious” which reverberates with apartheid system in south africa (qtd. in nwagbara, 2012, p. 115). the prisoner, tekwane specifically typifies this; that is, rather than revealing what is innermost to them to his white interrogators amidst severe torture, he unconsciously shrinks from his object, like a snail to an object, which his mind sees as symbolic of heightened doom. conclusion with particular emphasis on the centrality of characterisation to narratives, the study has deployed jung’s theory of psychological types, using two of the variables of personality analysis, to explain the probable psychological impulses behind the characterisation of la guma’s protagonists in the selected novels; a category of coloured south africans who find themselves in a notorious regime that is marked with intense racial discrimination along colour lines, known as apartheid. hence, the intensity of the attendant human right violation is critically presumed to have culminated in a psychic restructure which ultimately underscores the new personality formations being ascertained in the four characters – micheal adonis in a walk in the night and tekwane, beukes and isaac in in the fog of the season’s end. in other words, the realities of their environment cumulatively assume the hidden forces strongly holding sway on their personalities and/orbehaviours. on the foregoing, thus, the ultimate revelation in the study is that the two extreme reactions are products of individual’s innate tendencies, devoid of social or racial affiliations, bearing in mind that the two personality types have been ascertained in the characters of similar racial affiliation in the face of similar object-stimulus (of apartheid). in other words, in spite of the fact that all the characters are blacks, and are exposed to the same apartheid system, they have reacted diversely to the social injustice. this implies therefore that their reactions are apparently based on their individual’s innate tendencies or idiosyncrasies which have only been ignited by objective or subjective forces of their most private anxieties and meanings held to culture and race. the validity of this claim can further be justified noting jung’s assertion that every individual possesses both the basic attitude types; therefore, a person is only identifiable with one personality type when, in the process of adaptation to his/her immediate realities, he develops or exhibits such personality orientation more than the other which is still potentially in such an individual. references astrid, s.(2005). psychoanalysis and apartheid: the image and role of a psychiatrist in selected works of lewis nkosi. lindy stiebel and liz gunner (ed.), still beating the drum: critical perspectives on lewis nkosi (pp. 92-102). new york: rodopi. azizah, n., & sudiran. (2015). a study on diglossia used by helen keller as the main characters in george sullivan’s novels “helen keller”. celtic: a journal of english language teaching and culture, 2 (3): pp. 1-18. babbie, r. e. &mouton, j. (2001). the practice is social research. oxford: oxford university press. garuba, i.o. (2020). jung’s psychological types and characterisation in alex laguma’s literary works. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 44-56. 56 bennett, a.&royle, n.(2014).introduction to literature, criticism and theory (3 rd ed.).harlow: pearson. davenport, r.t. h. (1987).south africa: a modern history.london: palgrave macmillan. denzin, n. k. & lincoln, y. s. (1994). handbook of qualitative research. thousand oaks: sage. de laszlo, v. s. (ed.) (1959). the basic writings of c. g. jung. new york: modern library press. garuba, i. o. (2019). alienation and character typology in african american and native american narratives: a jungian reading of the bluest eye and winter in the blood. prague journal of english studies, 8(1): pp. 55-75. jung, c. g. (1946). psychological types. london: kegan paul. --(1972). two essays in analytical psychology. new york: princeton university press. kennedy, x. j. &gioia, d. (2007). literature: an introduction to fiction, poetry, drama, and writing (part 1 fiction). new york: longman. mowah, f. u. (1996). psychology and african literature. ibadan: stirling-horden. nwagbara, u. (2011).arresting historical violence: revolutionary aesthetics and alex la guma’s fiction. the journal of pan african studies,4 (3): pp. 14-130. ogbeide, v. o. (2014).oases in the desert: optimistic vision in alex la guma’sa walk in the night and a threefold cord. research on humanities and social sciences, 4 (7): pp. 115-121. patton, m. q. &cochran, m. a guide to using qualitative research methodology. medecins sans frontiers, 2002. pointer, f. h. (2011). a passion to liberate: la guma’s south african-images of district six. trenton, nj: africa world press. sharp, d. (1987). personality types: jung’s model of typology. toronto: inner city books. sommers-flanagan, j.&sommers-flanagan, r. (2004). counselling and psychotherapy theories in context and practice: skills, strategies and techniques (2 nd ed.). new jersey: john wiley & sons, inc. stevick, p. (ed.). (1967).the theory of the novel. new york: the free press. biantoro, b. (2020). exploring the integrations of mall into english teaching and learning for indonesian efl students in secondary schools. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 102-117. 102 exploring the integrations of mall into efl learning for indonesian secondary schools 1bramy biantoro* 1universitas muhammadiyah malang, indonesia *corresponding author: bramybian@gmail.com abstract the use of mobile technology for education is on the rise across the world, especially in indonesia. however, there are concerns in making such an educational revolution as mobile technology may introduce negative side effects to the indonesian students. also, only a few studies have discussed the use of mobile technology in indonesian secondary schools. those circumstances potentially make many stakeholders doubt the proper implementation of mobile technology-based learning and the possible challenges, especially in english as a foreign language (efl) classroom. thus, this paper is aimed to provide theoretical insights into the implementation of mobile-assisted language learning (mall) for secondary school students in efl classrooms. a secondary source analysis through systematic review was employed to generate the findings, focusing on mall and efl primary research and government documents related to education in secondary schools. based on the findings, this paper offers an improved teaching and learning approach based on collaborative learning and task-based language teaching (tblt) to facilitate better implementation and integration of mall in efl classrooms. in addition, the findings also show possible challenges during the implementation of mall in indonesia for future considerations, such as the technology readiness of efl stakeholders and teachers’ pedagogical issues related to mobile learning. lastly, this paper is expected to raise awareness of mall opportunities and open more paths for more primary research regarding the implementations of mall in indonesian efl classrooms. keywords: efl learning; instructional design; mobile-assisted language learning; secondary schools; task-based language teaching abstrak penggunaan teknologi mobile di dunia pendidikan tengah mengalami peningkatan di seluruh dunia, termasuk di indonesia. sayangnya, pendidikan berbasis teknologi mobile ini dikhawatirkan oleh beberapa pihak karena teknologi mobile dapat memunculkan efek samping negatif bagi siswa. selain itu, hanya ada sedikit penelitian yang membahas penggunaan teknologi mobile sekolah-sekolah tingkat menengah di indonesia. hal-hal tersebut membuat banyak pemangku kepentingan atau stakeholder di indonesia meragukan penerapan pendidikan berbasis teknologi mobile, termasuk tantangan dalam pelaksanaannya. oleh karena itu, makalah ini bertujuan untuk memberikan wawasan teoritis dalam upaya penerapan dan integrasi pembelajaran bahasa inggris dengan teknologi mobile (atau mall mobile-assisted language learning) untuk siswa di tingkat sekolah menengah. wawasan teoritis atau temuan dari makalah ini tersebut dibangun dari analisis sekunder melalui metode penelitian pustaka berbasis ‘systematic review’, dengan fokus pada penelitian primer tentang mall dan efl, serta dokumen pemerintah yang terkait dengan pelaksanaan pendidikan di tingkat sekolah menengah. makalah ini menawarkan pendekatan pembelajaran baru berdasarkan teori pembelajaran kolaboratif (collaborative learning) dan pengajaran bahasa berbasis tugas (tblt – task-based language teaching) untuk pelaksanaan dan integrasi mall di pembelajaran efl. selain itu, makalah ini juga membahas masalah yang berpotensi menghambat implementasi mall di indonesia kedepannya, yakni kurangnya kesiapan teknologi dari stakeholder efl dan masih terbatasnya kemampuan pedagogi guru terkait pendidikan berbasis teknologi mobile. hasil celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 103 temuan di makalah ini diharapkan dapat meningkatkan kesadaran akan besarnya peluang pemanfaatan mall di indonesia dan membuka potensi penelitian primer terkait penerapan mall di pembelajaran efl di indonesia. kata kunci: efl; desain instruksional pembelajaran; mall; sekolah tingkat menengah; tblt introduction mobile learning is gaining popularity in indonesia, especially in secondary schools. according to the global education census 2018, 67% of secondary school students in indonesia use smartphones in the classrooms, and 81 percent of students use smartphones to finish their homework (cambridge assessment international education, 2018). this situation aligns with the indonesian ministry of education and culture (mec) program about mobile learning initiatives. mec initiated a mobile learning program in 2012 through a division called balai pengembangan multimedia (bpm), and bpm is responsible for developing mobile learning applications for k-12 students (bpmpk, 2016, 2017). however, the rise of mobile learning has been challenged by the negative perspective on the misuse of mobile devices and the internet by students. for instance, the former indonesian ministry of woman empowerment and child protection, yohana s. yembise, was eager to ban smartphones from all k-12 schools in 2016 to protect students from harmful content from the internet (dzakwan, 2016). even though the plan was never implemented fully, such a negative perspective towards mobile learning also happens in many places across the country. in 2019, a district in east java warned the teachers not to play with their smartphones in the classrooms (arista, 2019). some religion-based senior high schools have also prohibited their students from bringing smartphones to schools for years (asdi, 2018). those cases suggest that smartphones provide students with access to unimportant and harmful content on the internet, such as social media and pornography. thus, keeping away smartphones from students is considered a positive attempt to ensure students’ safety during teaching and learning activities. despite those concerns, many international experts and studies have suggested that mobile devices can be highly beneficial for students’ learning activities, especially in language learning like english as a foreign language (efl). mobile devices are argued to replace personal computers and give more affordable, intuitive, and innovative language learning platform (sharpies, taylor, & vavoula, as cited in samaie, mansouri, & qaracholloo, 2016, p. 1). moreover, based on my anecdotal experiences as an efl teacher and a digital learning practitioner, mobile devices could provide broader learning accesses, and opportunities for underprivileged learners as smartphones are getting more and more affordable. on the other hand, a series of reviews on google scholar publications between 2016 and 2020 indicates that only a few papers discuss the integration of mobile technologies in efl classrooms in indonesian secondary schools, especially in terms of instructional designs. many of these studies focus only on the implementation of mobile learning in higher education level and science-related subjects. therefore, this paper aims to explore the utilisations and integrations of mobile learning in efl classrooms, or mobile-assisted language learning (mall), to improve the learning experiences of secondary school students in indonesia. since there are biantoro, b. (2020). exploring the integrations of mall into english teaching and learning for indonesian efl students in secondary schools. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 102-117. 104 many kinds of mobile technologies, this paper focuses only on smartphones and mobile applications for mall. the nature of mall learning using mobile devices is different from learning using a personal computer or a laptop, known as computer-assisted language learning (call). the affordance of mobility and the internet can introduce more possibilities in improving language learning. for instance, students may learn english reading skills by reading online news in their commutes to schools through their smartphones. this stayconnected feature is difficult to achieve using personal computer and laptops, and further differentiate call and mall. as a result, it is essential to define mall properly. in this paper, mobile-assisted language learning or mall can be defined as any utilization of mobile devices along with wireless technology for improving the quality and authenticity of language learning activities, in which it also offers flexibility for the students and is unrestrained by time and place (hashemi, azhizinezhad, najafi, and nesari, 2011; burston, 2014; churchill, fox, and king, 2012). the utilization of mobile devices has just reached the optimum point for learning nowadays as the web 2.0 era has emerged. many technologies are emerging for mobile devices, such as mobile applications (apps), advanced wireless fidelity (wifi) and mobile carrier internet technology, high-resolution touchscreen display, video cameras, and large data storage. among those features, mobile applications have emerged as mall's main representative (burston, 2014). there are four particular characteristics of mobile devices based on applications that are important for language learning (sung, chang, & yang, 2015): 1. mobility and portability despite the smaller size, mobile devices can help students access the internet and practice language in real-time easily through their applications. for example, using a smartphone application such as google translate, students can translate signs or announcements written in english in real-time by using their smartphone camera, which is integrated with the application. 2. social connectivity/interaction social media applications like facebook and whatsapp provide a social platform where students can work collaboratively. for example, whatsapp is an essential social application to share learning instructions and content with students and colleagues. one benefit of using whatsapp is that it works without interferences in advertisements or unwanted content like other social media. thus, it can add an extra layer of protection for students from harmful contents during learning activities. 3. context sensitivity gps (global positioning system) technology is embedded in almost all current smartphones and tablets, even the cheapest ones. gps can ‘contextualize’ searching features and apps to provide more appropriate learning resources for language learning. for instance, the google chrome browser application often asks for location information to further refine searches for more contextual search results. if students or teachers want to get online magazines written in english, they might get some results celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 105 from indonesian websites instead of overseas websites. in this case, contextual materials are expected to help students study english more familiarly and safely. 4. individuality one of the best perks of having mobile devices for learning is the ability to adjust to learners’ aptitude, needs, and learning growth. it is beneficial for students who want to improve their ability outside classrooms. for instance, by using english learning apps like “duolingo”, students can choose what kind of materials they want to learn first based on their current ability or aptitude. this characteristic is also helpful for students with disabilities who may experience restrictions in accessing some learning activities (hashemi et al., 2011). those four characteristics enable mobile devices to create situational, interactive, contextual, and personalized english learning crucial for efl (english as foreign language) students in indonesia. besides, there is one more beneficial characteristic of mobile language devices, namely enjoyment. many language-learning mobile applications have incorporated game-element to promote joyful and challenging experiences, such as duolingo: learn languages free, learn languages: rosetta stone, and memrise: learn a new language. gamification of learning in mobile language learning applications is suggested to increase students’ interest, motivation, and satisfaction (chang, liang, chou, & lin, 2017). moreover, smartphones are chosen as the primary mobile technology for mall discussed in this paper because they are suggested to promote more communicative capability than other mobile devices in language learning (leis, tohei, & cooke, 2015). also, they are on track to be the most popular mobile devices in indonesia. according to the indonesian internet service provider association (apjii) in 2016, 132.7 million indonesians have connected to the internet, and 70 percent of internet users reported used mobile devices to access the internet (indotelko, 2016). interestingly, more than one-third of indonesian people connected to the internet are youth, ranging from 15-24 years old. that range of age belongs to junior high schools until undergraduate students (suhardi, 2016). based on the data, it is implied that many secondary students in indonesia are familiar enough with the internet and mobile devices to enable mall in english education. teaching mall for efl students in indonesia even though mobile devices can promote good learning, they possess some disadvantages to the learning process, such as access to inappropriate content (sung et al., 2015), creating a double-edged sword effect. like other internet-based technologies, a smartphone with internet access may be used by students as a medium to discover their sexual identities (hall, as cited in powell, 2010). in fact, the expansion of technology is often associated with pornographic content distribution (barron & kimmel, 2000). a study conducted for secondary students in nigeria shows easy access to the internet could expose children to offensive materials like pornography (olatokun, 2008). hence, ally (2013) argues that people should concern about the distractions and non-academic activities enabled by mobile devices. meanwhile, he also suggests that mobile learning becomes a new direction in many educational institutions, including indonesia. a study conducted in indonesian higher education in 2015 concludes that biantoro, b. (2020). exploring the integrations of mall into english teaching and learning for indonesian efl students in secondary schools. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 102-117. 106 students are ready to incorporate mobile learning in their learning process, and there is a high availability of private access to learning devices, especially mobile devices (38 percent) (paturusi, chisaki, usagawa, & lumenta, 2015). similarly, based on a study in 2014, indonesian secondary school teachers are reported to see mobile learning as an essential new method of learning that needs to be integrated into face-to-face learning (yusri, goodwin, & money, 2015). the study shows that teachers’ positive knowledge and readiness in mall of english subject were already more than 50 percent, and more than 90 percent of english teachers were reported to have suitable mobile devices for mall. unfortunately, teaching efl to indonesian students has been problematic. a study by anwar and arifani (2016) explains that indonesian english teachers have problems in adopting and implementing teaching strategies and materials for local settings that work well in developed countries, even though suitable english materials have been developed in indonesia for years. on the other hand, the study has identified that indonesian efl students are interested in using contextual, technology-based instructional, and multimedia materials incorporated into the english curriculum. it is possible that the integration of technology can improve the quality of english teaching strategies and materials. even though the study is conducted based on investigating the integration of computer-assisted language learning (call), mobile devices nowadays have sufficient abilities to replace computers in language learning, as suggested in the prior discussion. furthermore, the implementation of mall in english education supports the teaching strategies emerging in indonesian classrooms. for example, collaborative taskbased language teaching (tblt) can be beneficial with mall integration (anwar & arifani, 2016; burston, 2014). tblt can be defined as a learning approach focusing on enhancing social communication interaction to master the target language through a series of goal-oriented, meaningful, and communicative learning activities (hismanoglu & hismanoglu, 2011). tblt is suitable for indonesia's english curriculum content, which focuses on scientific, project-based, interactive, and higher-order thinking skills (hots) learning (ansori, 2019). tblt is also mentioned to positively connect with technology-assisted learning for efl students in japan (thomas, as cited in anwar & arifani, 2016). therefore, it is assumed that using a collaborative tblt approach is suitable in exploring the strategies to implement mall for indonesian efl students. method the paper is presented as a theoretical research or literature review paper and developed using a systematic review to answer the review questions. the systematic review was implemented as this methodology can help researchers understand ‘large bodies of information’ and answer specific questions in contributing to the existing knowledge of known areas that still need more scientific summaries or evidence (petticrew & roberts, 2006). however, considering the small-scale of this paper, a simplified version of the systematic review was employed with a total of four steps, namely defining the review questions, preparing brief guidance for the literature search (i.e., selecting keywords and journal databases), implementing literature search, and extracting and synthesizing data from primary or secondary studies for findings’ celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 107 dissemination. the simplification of the methodology will also be acknowledged as the limitation of this paper. moreover, there are two review questions, which become the basis of this paper. the first question is how mobile devices can be utilized for mall in secondary school efl classrooms. the second is what possible challenges that may hinder the implementation of mall in those settings. to answer the questions, several keywords were set to manage and limit the literature search, such as english education for secondary schools and indonesian contexts, instructional designs, and approaches for the mall, mall strategies in efl. next, thorough readings and examinations for the literature search are conducted on secondary data consisting of relevant published peerreviewed journals, mainly between 2015 to late 2019, from major online databases like jstor, science direct, and proquest. the series of extracting and synthesizing data were set to produce pertinent findings with high validity and reliability. furthermore, prior to disseminating the findings, an explanation of the nature of mall in language learning and some concerning factors in the implementation of mall in indonesia are elaborated to provide a relevant literature review regarding the key aspect and context in this paper. the paper then presents the findings and the discussions of the integration of mall for efl and the possible challenges. the conclusion covers further suggestions for secondary school efl teachers in utilizing mobile devices in the whole-school learning approach. findings and discussion a. integrating mall into efl classrooms mobile device integration in indonesian classrooms is lower than personal computers (paturusi et al., 2015). it explains why half of the indonesian teachers are unfamiliar with what mobile learning is about, including classroom utilization (yusri et al., 2015). meanwhile, yusri et al. (2015) study that indonesian teachers think mobile learning will be beneficial for learning. they intend to learn more about mobile learning practices, including in english subject. looking at a similar case in iran, one of the developing countries starting to use mall, iranian efl students are suggested to obtain ubiquitous learning opportunities by utilizing mobile learning, even without teachers' intervention (dashtestani, 2016). nevertheless, teachers' interventions are needed to get a positive language learning effect by integrating suitable key features in the learning process inside and outside the classrooms (sung et al., 2015). the interventions can be constructed in the form of teaching strategies that can increase or decrease mall experiences to suit the curriculum. in most literature, the problem is that the integration of mobile devices in learning is portrayed as overlapping with other technology-based teaching strategies (alhinty, 2015). thus, to provide indonesian teachers with a clear overview of proper smartphone integrations in mall, we present five categories of mall implementations for efl students in indonesia based on a collaborative tblt approach adapted from alhinty (2015): 1. communicative integration according to alhinty (2015), mobile devices' most prominent integration in language learning is for communicative purposes. initially, churchill, fox, and king biantoro, b. (2020). exploring the integrations of mall into english teaching and learning for indonesian efl students in secondary schools. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 102-117. 108 (2012) proposed mobile application integrations for learning in some categories like communication tools (e.g., whatsapp, twitter, and instagram) and blogging tools (e.g., blogger, tumblr, wordpress.com, and squarespace). however, in this case, the two prior categories are merged to create a new category that serves as a complete communicative platform for collaborative language learning. for example, blogger and wordpress used to be a place for authors to post their writings only, but now students can utilize those blogging platforms like social media to exchange ideas and opinions in the comment sections. indeed, the comment section, which also exists in all social media applications, has helped students communicate with teachers and other students, exchange experiences, and meet ‘virtually’ to engage in a more natural language learning environment (alhinty, 2015). furthermore, freedom in choosing content to use on social media platforms can initiate various learning activities covering different language skills. in the past, skype became the main tool to practice direct listening and speaking practices using the video calling feature (alhinty, 2015). meanwhile, today's social media applications are competing to put more features on their platform. for example, whatsapp and telegram were simple chatting applications, but currently, they have video calling, sharing documents, and audio recording features. in fact, chatting applications like line can be used as a learning platform for english spelling on mobile devices (shih, lee, & cheng, 2014). therefore, teachers can conduct various learning activities that cover reading, listening, speaking, and writing skills in the classroom just by using smartphones and social media applications. students can also be encouraged to further use social media applications for mall outside classrooms, in which the learning process may be turned into blended learning like a flipped classroom. nevertheless, teachers have to be aware of the double-edged effects of social media in the classroom. for example, social media are often considered a distraction during learning activities, as smith (2016) suggested. she also explains that teachers are advised to separate social media's academic and social purposes from overcoming such a problem. for example, teachers can ask students to make different groups or online accounts for academic purposes in their social media applications instead of using their primary accounts. by doing so, students can avoid distractions like unrelated social media notifications and focus more on the learning contents shared by friends, the teacher, or other educational sources that they are following. 2. content access integration one of the best affordances of having smartphones for mall is easy access to learning materials and tools. a study conducted by fojtik (2014) shows that higher education students often utilize mobile applications to access universities' learning materials. similarly, many indonesian secondary school students are trying to do the same as the number of smartphone ownerships increasing each year (cambridge assessment international education, 2018). various types of learning materials and tools have been explored by students digitally. the most popular materials for mall are probably electronic books (e-book), dictionaries, and multimedia apps (alhinty, 2015), while web-based dictionaries may be the most common learning tools used by indonesian students. additionally, students can easily browse the internet and visit various websites for more learning support nowadays. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 109 teachers can exploit digital learning materials by creating continuous and collaborative learning activities using mall. for instance, in reading skills, teachers can encourage students to download and read more reading materials like light novels, graphic books, comic books, including textbooks in the form of an e-book for extensive reading practices remotely or outside the classrooms. there are many ‘free-charge’ ebook readers in android, ios, and windows platforms such as adobe acrobat reader, wps office, and polaris office. interestingly, many e-book applications offer personalized reading experiences by introducing students to more interesting reading materials according to their interests, such as amazon kindle, apple books, google play books, and ereader prestigio: book reader. since the e-books are displayed on mobile devices, other activities to enrich the reading practices can be done simultaneously, such as audio recording, highlighting important words, and translating directly from the touchscreen display (hutchison et al., as cited in alhinty, 2015). also, many applications combine e-book with an audiobook like audible, google play books, and librivox audio books. they offer a big library of free audiobooks to stream or download along with the e-books version. students can benefit from those apps by downloading both the e-book and audiobooks to practice their reading and listening skills simultaneously. many e-books and learning websites also have a ‘share’ button that enables students to share their favorite learning materials on their social media. by asking students to share their favorite learning materials and their learning progress regularly, teachers may indirectly trigger the possibility of natural collaborative learning among students. in this case, students can easily access and learn from each other’s preferred learning materials while being kept motivated by other students’ progress. in addition, according to anecdotal evidence of the writer as an english teacher for secondary and undergraduate students, most indonesian students who have access to mobile devices rarely use ‘book’ dictionaries as their learning tool. they prefer to use web-based online dictionaries such as google translate on their smartphones since they are easier to use and have rich features. similar to dictionary software on the computers, most mobile dictionaries like “merriam-webster” apps have a quick search feature, and they can display not only definitions of the words but also audio on how to spell the words, pop-up thesaurus, and sharing tools to post selected vocabularies to social media. with the affordance of digital technology such as big build-in data storage and machine learning, web-based dictionaries are better than ever for personal and authentic learning. for example, google translate can do offline translations (without the internet), short message service (sms) translation, and instant text translation using a smartphone’s camera. it also has a big database that can translate english words into traditional indonesian languages like javanese to better understand students coming from remote areas. indeed, dictionary application utilization to support efl learning is important, inside and outside classrooms (alhinty, 2015). moreover, smartphones may give students access to more interactive learning materials like multimedia content that can support authentic language learning. for example, in indonesian secondary schools, it is popular to use video streaming platforms like youtube, tiktok, or instagram to facilitate authentic speaking and listening experiences. alhinty (2015) emphasizes that young students’ interest in learning can be sparked significantly using youtube videos that contain sound, text, and images. therefore, teachers can facilitate individual or collaborative meaningful biantoro, b. (2020). exploring the integrations of mall into english teaching and learning for indonesian efl students in secondary schools. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 102-117. 110 and authentic tasks that focus on online multimedia contents through popular video streaming platforms for english learning considering its easy access, a wide variety of learning contents, and high relevance to the students’ interests. 3. productivity integration multitasking and fast content creations are often portrayed as the best benefits of using mobile devices, such as typing and taking notes digitally. in the opposite view, wollscheid, sjaastad, and tømte (2016) suggest that there is no significant evidence to support the existence of benefits in replacing students’ handwriting with digital writing in early writing instructions. it is indeed a concerning factor in implementing mall, mainly when many efl students in indonesia are still in the early writing skill stage. however, mobile devices like tablets and smartphones indeed support many applications that help students take notes and draw using fingers or a stylus (alhinty, 2015). it can be beneficial to improve efficiency, creativity, and supports in efl learning. commonly, note-taking applications are bundled in smartphones, even in cheap smartphones. there is also a complete version of note-taking applications like evernote and google keep notes that enables users to embed pictures, clip web articles, scan pictures, and collaborate on a note-taking project with friends. more importantly, note-taking applications are considered a tool for students' information acquisition and management (schepman, rodway, beattle, & lambert, 2012). some note-taking applications also promote learning affordances to students with disabilities. for instance, speechnotes, google assistant, and dragon dictation enable students to make a note from their speech and replay it again in the form of audio. teachers can explore those affordances in note-taking to offer more creative, collaborative, and supportive efl learning tasks, even during remote online classes. other content creation opportunities can be supported by mobile devices to innovate efl language learning. mouzaa and barrett-greenly’s (2015) study shows that students use productivity applications to create content representations of their literacy in various forms. based on the writer’s colleagues' anecdotal evidence in secondary schools in malang, indonesia, many students are introduced to video production for english speaking tasks. for instance, students are instructed to make a short video collaboratively using their smartphones and mobile video editing applications like viva video (android) and imovie (ios) before uploading it to youtube. this implementation can be applied to english story-telling and daily conversation practices instructed in the indonesian curriculums for secondary schools. this is in-line with alhinty’s idea (2015) where students can practice their new language in and outside the classroom using many productivity methods, e.g., presentations, audio recordings, and photo-capturing activities to represent their language learning through mobile devices. the use of popular content creation platforms and applications can also further improve independent learning activities like peer assessment. for example, students can review and assess other students’ videos posted on youtube or instagram by posting ‘my response videos’, which are quite popular to do on youtube. wenny and fajar (2019) suggest that peer assessment can be more beneficial for students than regular lectures, especially for efl communicative skills. hence, the opportunities promoted by productive applications can be seized by teachers to initiate mall in the form of celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 111 authentic individual or group projects or other authentic tblt activities to improve students’ efl learning and interactions in the traditional or online classes. 4. interactive integration anwar and arifani (2016) explain that teaching english in indonesia has less creativity and contextuality because it is taught similarly to teaching native learners. it implies that there are few efforts in improving the english teaching and learning for efl students, especially adjusting efl learning with local content. to address that problem, patten, sánchez, and tangney (2006) propose interactive integration to solve the traditional learning method. in this case, the interactive integration can be defined as a ‘drill and test’ approach using mobile devices to improve traditional and well-known learning activities using available technology such as by doing simple multiple-choice questions in the digital platform (patten et al., 2016). therefore, it is different than communicative integrations previously mentioned. alhinty (2015) states that many developers promote ‘traditional’ educational activities using interactive learning mobile applications and games. “duolingo: learning language free” is one example of interactive applications used globally by efl students. duolingo offers many learning activities based on multiple-choice questions (mcq) and free-form response questions (e.g., fill-in-the-blank questions). even though some of the contents are not highly contextual for indonesian students, duolingo accommodates learners with a learning section called ‘club’. students can exchange knowledge or information and learn collaboratively in the club. duolingo also uses a gamification approach in which the traditional language tests are presented like a game where some learners can compete to get the best score. indeed, such learning tasks often cannot be achieved using traditional drilling techniques in the classroom, but the tasks can be more suitable for ‘digital-native’ learners by improving their interactivity using digital technology. moreover, the ‘club’ section in duolingo enables teachers to deliver instructions and additional feedbacks to keep the students learning on track, even for remote activity. furthermore, educational websites like kahoot and quizizz provide teachers with a platform to create online digital-based tests. teachers can easily make and share many multiple-choice tests for efl skills on those platforms. students will only need a test link to join the test. it is possible to add pictures, video, and audio in both platforms and set the test for homework for blended learning activities or small classes. thus, teachers can implement english tests easier while promoting more interactive and contextual assessments. 5. storing integration current smartphones can save a large amount of data with the help of additional memory cards or cloud storage, and that storage can be accessed easily by students to keep essential learning materials. schepman et al. (2012) advise teachers to tell their students to save and back up essential learning data in the cloud services to preserve it in an emergency. indeed, cloud-based mobile learning can offer portable spaces to back up data to minimalize damage to data loss during learning activities. moreover, for educational purposes, cloud-based mobile learning is believed to have new positive impacts in developing innovative learning tasks and improve biantoro, b. (2020). exploring the integrations of mall into english teaching and learning for indonesian efl students in secondary schools. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 102-117. 112 students’ creativity in efl learning (chang, chien, yu, lin, & chen, 2016). dropbox, google drive, microsoft onedrive, and apple icloud are popular for educational purposes. those cloud-based storing applications can be used to save many kinds of learning materials such as english textbooks, videos, and pictures and share the materials with peers and teachers. for example, anecdotal evidence shows that the english teachers in several secondary schools and universities in malang, east java, indonesia, often encourage students to use google drive or google mail to store assignments with open access so that other students could provide feedback to each other. a study conducted by chang et al. (2016) concludes that cloud-based mobile learning can promote challenging and motivation-rich environments involving the teachers. it can generate a positive impact on task creation due to its affordance. therefore, teachers can encourage students to utilize online storage platform to facilitate more transparent, collaborative, and communicative efl tasks for blended or remote learning. b. challenges of implementing mall in indonesian settings despite the positive features, some potential challenges should be considered in implementing mall for indonesian efl students, namely technology readiness and pedagogical issues constraining teachers and students involved in mall (burston, 2014; kim & jang, 2015). first, even though mobile learning is more affordable than learning using a personal computer (pc) or laptops, the initial implementation of oneto-one mobile learning is financially difficult (burston, 2014; dashtestani, 2016). for example, based on anecdotal evidence from a small interview with three of the writer’s fellow english teachers in malang, east java, indonesia, only high ranking private junior or high schools that try to implement one-to-one mall by requiring their students to have mobile devices such as tablets and smartphones. those schools are indeed well-known to have students with high-income parents. a similar case also happened in iranian efl students, where many students think that starting mobile learning is expensive even though most of them already own smartphones (dashtestani, 2016). in a proper mall implementation, funding support is essential to get suitable hardware and software, including internet access (burston, 2014). unlike secondary schools, another anecdotal evidence shows that many higher education institutions in indonesia provide better hardware and software supports for the students. for example, some universities in indonesia give new students mobile devices for free when they enroll, such as malangkucecwara school of economics in east java, indonesia. universitas muhammadiyah malang (umm), also based in east java, also provides students with in-house online learning platforms like lms (learning management system). indeed, the technology readiness for mall in indonesian secondary schools is less desirable than higher education institutions. this situation needs to be taken into consideration by efl stakeholders while implementing mall to avoid any shortcomings. unfortunately, based on yusri et al.'s (2015) study, most indonesian teachers are not affected by the financial issue in engaging with mobile learning, including english, since they are reported to be financially independent and capable of affording it. therefore, technology readiness challenges may affect schools and students more, especially concerning funding for preparing the proper mall’s hardware and software. celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 113 furthermore, pedagogical issues pose significant barriers to mall implementation (burston, 2014; manca & ranieri, 2016). in line with content delivery problems suggested by burston (2014), many indonesian teachers are still unfamiliar with mobile learning. they need more training to implement mobile learning in the classrooms (yusri et al., 2015). if the teachers have poor digital literacy towards mobile learning, mall's delivery and instructions may not have the intended positive impact. importantly, teachers hold an important role in guiding the students in using mobile devices for learning and choosing suitable mobile devices and suitable mobile applications (dashtestani, 2016). to get the most suitable applications or platforms for mall, teachers need to do research that requires digital expertise. for example, in indonesia, where most of the students utilize android-based cheap smartphones, using a gmail account for email and cloud storage is more recommended instead of a yahoo or microsoft outlook account due to its integration affordances with their devices. moreover, students' and educational institutions' acceptance of mall in mobile learning, in general, is concerning. the awakening of mobile learning is perceived as a weakening factor of traditional teachers’ and students’ roles, and some also consider social media for learning tools as a useless effort (manca & ranieri, 2016). smith's (2016) study also found out that five problems are surfacing from the students related to social media in learning, namely distraction, a different learning method, lack of credibility, privacy concern, and low familiarity with the social media. that idea corresponds with dashtestani’s (2016) argument stating that educational contents do not meet efl students’ expectations of mobile learning in most developing countries. as a result, many indonesian schools restrict the use of smartphones for students, for instance, students have to turn off their smartphones during the teaching and learning process to avoid distractions. fortunately, there is a good perception of mobile learning among indonesian teachers. even though many might not be familiar with mobile devices, they view mobile learning as an essential tool for future education and have a high interest in learning them for better implementation (yusri et al., 2015). conclusion to sum up, the paper has presented possible integrations of mall in efl students in indonesian secondary schools. the mall’s integrations' objectives are to facilitate a more affordable, contextual, continuous, and supportive efl, both for individual and collaborative learning activities. the paper shows that the preferable mall implementations in efl’s instructional design covers communicative, content access, productivity, interactive, and storing integrations based on alhinty’s (2015) and tblt approaches. these integrations are expected to promote more learning opportunities despite the challenges such as lack of theory and teaching strategies in mall (burston, 2014). furthermore, the paper also highlights the possible challenges plaguing the implementation of the mall in efl classrooms. the technology readiness of the schools and students and pedagogical issues of efl teachers are projected to hinder the implementation of mall in the secondary schools. even though such problems may be typical during the initial implementation of mall, proper immediate supports are needed to improve the future. it is also suggested that efl teachers spend more time familiarizing themselves with mobile devices since mall cannot be integrated easily biantoro, b. 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(2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 118 conversation analysis: turn-taking mechanism and power relation in classroom setting 1candrika citra sari* 1universitas bina nusantara, indonesia *corresponding author: candrika.sari@binus.ac.id abstract institutional conversation in the classroom has been known to be fully controlled by the teacher in order to achieve specific goals of the teaching and learning process. this study aims at finding out how teachers manage the flow of classroom interaction, how students may possibly take the floor and issue about power and hierarchy between teacher-students in a teacher-fronted whole classroom interaction. the result is expected to give an overview or a reflection on how teachers encourage learning to happen by the way they use their power to manage the turn taking mechanism in a whole class interaction. the data is in the form of unscripted classroom interaction in the field of language from youtube. specifically, the analysis is focussed on analysing the turn-taking rules in a whole class interaction using conversation analysis (ca). gesture is also one means of communication which accompanied verbal communication, and therefore to enrich the data, gestures of the participants are also taken into consideration. this study found that teacher and students turn is asymmetrical. however, teacher possesses no absolute power in term of controlling the turn-taking as students appeared to overlap the teacher’s talk to take the turn and try to perform unfocalized effort to nominate themselves as the first speaker using gestures. the content of teachers’ tcu indicates that the teacher tries to stimulate the students’ critical thinking by posting open-ended question, and evaluates and responds students’ answers by using follow-up question. keywords: classroom interaction; conversation analysis; power relation; turn taking abstrak untuk mencapai tujuan pembelajaran, secara umum diketahui bahwa percakapan di ruang kelas dikontrol oleh guru. penelitian ini menginvestigasi bagaimana guru mengontrol jalannya percakapan dalam diskusi kelas dan bagaimana siswa dimungkinkan untuk mendapatkan giliran dalam berbicara. selain itu, power dan hirarki dalam interaksi di kelas juga menjadi poin lain yang menjadi fokus dalam penelitian ini. penelitian ini menyuguhkan hasil penelitian yang didapat melalui metode analisis percakapan (conversation analysis). hasil penelitian ini diharapkan dapat menjadi gambaran atau sarana refleksi tentang bagaiama guru mengatur mekanisme percakapan dalam kelas besar. data dalam penelitian ini adalah sebuah video interaksi kelas yang diupload ke youtube. secara spesifik analisis akan meliputi turn-taking rules (mekanisme giliran berbicara) dan juga gerak tubuh yang terlibat untuk mengalokasikan dan mengambil giliran dalam berbicara. penelitian ini menemukan bahwa interaksi guru dan siswa di kelas tidak simetris. meskipun demikian, guru dalam penelitian ini tidak memiliki power yang absolut dalam mengontrol interaksi karena terdapat bukti dimana siswa memotong pembicaraan guru. selain itu, siswa juga secara terbuka menunjukkan keinginannya untuk mengambil alih giliran berbicara dengan cara mengangkat tangan mereka. isi dari tcu guru mengindikasikan bahwa guru mencoba untuk menstimulasi siswa dalam berpikir kritis dengan memberikan pertanyaan-pertanyaan terbuka dan menindaklanjuti pertanyaan tersebut berdasarkan respon atau jawaban yang diberikan oleh siswa. mailto:candrika.sari@binus.ac.id celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 119 kata kunci: analisis percakapan; giliran berbicara; hubungan kekuasaan; percakapan di ruang kelas introduction talking is an activity which is typically done by more than one participant who normally performs turn-taking during the talk (cameron, 2001). in an effective conversation, overwhelmingly one party talks at a time and speaker-change does occur accordingly (okata, 2016; sacks et al., 1978). this gives an idea that turn-taking organization among participants is fundamental in conversation. in conversation analysis (ca) which is coined by (sacks et al., 1978) transition relevance place (trp) and turn constructional unit (tcu) are the important parts of turn-taking organization analysis. turns are constructed through not less than one or more than one tcus. the end of tcu is very important because it may possibly be trp which simply means that speaker change may occur (cameron, 2001). participants employ different kinds of ways to project the end of the current speaker's turns (trp). tcu which is ended with trp is usually complete in term of semantics, grammar, and intonation (cameron, 2001; sahlström, 2002). in addition, aspects of nonverbal behaviours, such as gazing to the selected participant at the end of the tcu can also be seen as a turn yielding signal (cameron, 2001; rossano et al., 2009) or pointing to the nominated participant (kääntä, 2012; mondada, 2013). in a natural conversation, turn allocation technique can be divided into two; the first turn is nominated by the current speaker and the next turn is allocated by self-selection (sacks et al., 1978). this means if the next speaker is already chosen by the current speaker, he/she has to speak and other participants have no right to take the turn. meanwhile, participants can self-select themselves if the next speaker has not been chosen by the current speaker. when no one is nominated by the current speaker and no one want to self-select him/herself, then current speaker can keep the turn (ingram & elliott, 2014). different from the natural conversation of which the participants' right to construct turn are mostly symmetric, turn allocation in institutional setting, such as in a classroom, especially during a lesson, is driven by the teacher. during a lesson, the teacher will be the one who decides about who can talk, when to talk, and what to talk and so the interaction’s relationship is seen as asymmetrical (garton, 2012). a number of conversation analysis (ca) study have been conducted in classroom setting (i.e. evnitskaya & berger, 2017; garton, 2012; mchoul, 1978; seedhouse, 2004). one of the early and influential study done on the basis of ca was from mchoul (1978). based on the result of his study of the structure of turn-taking in geography class, mchoul (1978) developed sets of turn-taking structure between teacher and students during a lesson. according to mchoul's (1978) rule, if the teacher acts as the current speaker, the teacher can select the next speaker. the selected student must take the turn and other students do not have the right to speak. yet, if the teacher has not yielded the floor to the students, the teacher has to continue the turn. students can self-select themselves, but they will need to get approval from the teacher to speak. in other words, the teacher retains his/her right as the first speaker in a whole classroom interaction. from mchoul’s rules it is important for the teacher as the first speaker to be able to manage the turn taking very well as gardner (2019) points out that one necessary condition for learning to happen is setting up participation interaction to allow joint attention. sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 120 research also found that opportunities to participate actively in lesson is advantageous in learning (allwright, 2005; walsh, 2011). for this reason, as the first speaker, teachers need to trigger the students to participate and engage in a whole class interaction by distributing the turn equally. nonverbal resources to manage turn allocation in classroom setting has also gain attention (kääntä, 2012; sahlström, 2002; waring, 2014). in order to allocate turns to the students, kääntä (2012) finds that teachers employ embodied actions, such as gazing, nodding head and performing hand gestures simultaneously with talk in whole class instructional interaction. even though it is known that interaction in a classroom setting is asymmetrical (brooks, 2016; evnitskaya & berger, 2017; seedhouse, 2004), research has shown that students might also nominate themselves to take the turn (kääntä, 2012; sahlström, 2002; waring, 2014). in multiparty institutional setting such as classroom, various multimodal actions might involve to enrich the interaction. it is undeniable that hand raising is a quite observable movement to indicate the students’ willingness to take the turn. sahlström (2002) conducted a research about hand-raising in classroom interaction and found that in general, students raise their hands at the teacher's turn or at the end of the teacher's tcu which is accurately projected as trp to indicate their willingness to take the turn without disturbing the teacher's turn. however, sahström (2002) underlines that the teacher's tcus tend to be shorter when the students raise their hands while the teacher is speaking. these studies imply that students do influence teachers’ next speaker selection. however, apparently teacher is not always yield the floor to the students who raised their hands as in waring (2014) study, it is found that teachers sometimes “bypass” students’ non-verbal bid such as hand raising to involve non-bidding students. apart from being responsible to manage the turn allocation, teachers’ power may also visible through the structure of classroom talk between teacher and student. brooks (2016) found an evidence that in a face to face classroom interaction, teacher maintains certain power structures over class discussion. she found evidence that teacher acts as “questioner” who continuously throws questions and evaluates students’ response. this finding correlates to mehan (1979) in brooks, (2016) teacher-students classroom interaction patterns: ire (initiation, response, evaluation) or irf (initiation, response, feedback) pattern. not only shown by spoken discourse, teacher’s power is also embodied in the spatial arrangement of a classroom in which the teacher has the absolute right to stand and move around the classroom while others can only do that when they are told by the teacher also reflect that the teacher has greater participation's right than the students (mchoul, 1978). even though previous researches have examined teacher-students interaction during teacher-fronted classroom time, none of it discussed about the turn taking mechanism of the interaction in detailed, covering the approximate length or the characteristics of the teacher and students tcu, either when they took turn after being appointed or when they overlapped each other speech. in addition, this study also interested in examining the power and hierarchy in classroom interaction through the turn taking mechanism and the content of teacher’s tcu and students’ tcu. this becomes important to give overview or reflection on how should teachers encourage learning to happen by the way they utilize their power to manage the turn taking mechanism in a whole class interaction. in short, i seek to answer these following celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 121 research questions. 1. what is the turn-taking patterns of the teacher-students interaction during teacherfronted classroom time under investigation of this study; including how the teacher signals the turn allocation and how the students indicate their intention to take the turn, and the length of the students tcu when they take turn after/without being nominated? 2. how power and hierarchy are being represented in the teacher-fronted classroom interaction under investigation of this study as representing by the content of teacher’s tcu and students’ tcu? method the data used for this study is unscripted classroom interaction video recording which was uploaded by wakefield (2010) on youtube at the following url https://www.youtube.com/watch?v=taz7td02ytu. the total duration of the video is 9.59, but only approximately the first 6 minutes of the video was transcribed. the stretch of interaction under study begins at 0.01 and ends at 6.17. in this video, there was one female teacher engaged in a whole class interaction with approximately 17 students. due to privacy reason, all identified names mentioned in the video were converted into pseudonym. from the video, the teacher circulated around the classroom while delivering teachers talk, whereas, the students sat on their seats. they learned and discussed about the meaning of some words and the root of words which were related to a language class genre. the youtube video was converted to a wav file and exported to elan; a computer software to transcribe and annotate audio recording (elan (version 4.9.4), 2016). the teacher's hand gestures when allocating the turn, such as pointing hand, and also the students' gesture, such as hand-raising are recorded in the transcription. following kääntä (2012), in the transcription, the gestures were written in between wavy brackets ({...}). additionally, in an attempt to indicate the time when the hand gestures were performed, the explanation of the gesture was written underneath the stretch of speech which was produced at the same time as the occurrence of the hand gesture (see appendix 1 for the complete key of the transcription convention). ca (conversation analysis) coined by (sacks et al., 1978) is applied in order to find the turn-taking's rule of the data under investigation. the turn constructional unit (tcu) and the transition relevance place (trp) are analysed based on ca theory by focussing on the speaker’s intonation (raising or falling), how the speakers yielded the floor to other speakers, how the speakers nominated themselves to take the turn, the content of the speakers’ tcu and also the words that the speakers used to manage the turn allocation. all of these aspects were recorded in a detailed transcription (see appendix 2 for the full transcription). in addition to the verbal cues performed by the speakers, the physical turn-taking regulating signals such as hand raising performed by the participants were also examined to reveal the teacher's way in allocating the turn and the student's strategies to perform turn-taking initiation. sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 122 findings turn-taking pattern six extracts along with the explanation are presented to reveal the general turntaking rule of the investigated classroom interaction. extract 1 and 2 are the examples of the most occurring turn-taking patterns. extract 3, 4, 5, and 6 are the examples of the less occurring turn-taking patterns. from the presented extracts, the overall rule is summarized at the end of this point. extract 1 014 teacher: our your skill are great:, what else:. 015 {three 016 students raised their hands} 017 teacher: kristen{teacher pointing at kristen} 018 (.) 019 kristen (s): [because we keep on practising.] 020 [{some other students 021 still put their hands up}] 022 (0.1) 023 teacher: [you keep on pra::ctising 024 feno:menal: let's look at the next box:(0.2)look at 025 the purple] 026 [{some students still put 027 their hands up}] 028 [[box(.)] 029 [{students' hands down}] in extract 1 (line 15), there are three students directly raising their hands at the completion of the teacher's tcu (line 14). this trp can be accurately projected since the teacher clearly yields the floor by using the word "what" to pose a question to the students. additionally, she lengthens the final syllable and drops the intonation a little bit at the end of her tcu (line 014). however, the students do not directly take the floor, they raise their hands until the teacher nominates the next speaker in line 017 by mentioning a student's name and pointing at the student. then, the nominated student takes the floor by answering the teacher question. when the nominated student is speaking in line 019, the other students still indicate their intention to speak by raising their hands, but after the nominated student completed his tcu as indicated by the falling intonation, after 0.1 second gap the teacher self-selected herself to take the turn and produce stretch of speech in lines 023, 024, 025, and 028; she ignores the students' signals to take the turn until the students put their hands down in line 029. other examples of this pattern can be found in appendix 2, specifically, lines 050-062, lines 097-105, lines 151-168, lines 250-261. extract 2 215 teacher: what does it mean to struggle[ who knows the word] 216 [{students put their 217 hands up}] celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 123 218 (0.8) 219 teacher: kim [would] you like to share out with us? 220 [{students' hands down}] 221 (0.8) 222 kim (s): like em if somebody like is grabbing you like like em 223 (0.5)when you are struggling to get something(0.2) 224 you pull really hard trying to get it 225 (0.1) extract 2 (line 219) shows that the teacher nominates the next speaker by only mentioning a student's name without gesture. after the next speaker is chosen, other students withdraw their hands (line 220) and the nominated student takes the turn (lines 222-225) without any interruption. generally, during the 6 minutes whole class interaction, there is no evidence of students interrupting the nominated student's turn (see appendix 2, specifically lines 233-242 and lines 281-290 for other examples which are the same as extract 2). extract 3 083 teacher: what is that mean to be a little bit lauder when 084 we speaking¿ 085 whole class: conviction extract 4 106 teacher: i make something special for you: and because it's 107 special do you think that i'm i give the same 108 present(0.1)to[everybody? 109 [{some students put their hands up}] 110 students: [yes] ((calling out)) 111 students: [no] ((calling out)) extract 5 135 teacher: is something that is important to georgina 136 important to everybody? 137 (0.3) 138 student 3: no ((calling out)) extract 3, 4, and 5 show that in some parts of the interaction, the students do not wait until being nominated by the teacher to take the turn. in these examples, instead of raising their hands and waiting to be nominated, the students are calling out (extract 3 line 085, extract 4 lines 110-111, extract 5 line 138). however, they do not overlap the teacher's speech. they call out at the end of the teacher's tcus'. extract 3 lines 083084, extract 4 lines 106-108 and extract 5 lines 135-136 indicate that the teachers produce grammatically and syntactically complete tcus with rising intonation. additionally, the teacher also clearly yielding the floor to the students by posing questions to the students by using question words; what (line 083), do (107), and is (line sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 124 135). it is worth noting that the students' tcus (lines 085, 110, 111, 138) only consist of one word. another example of the same pattern as these three extracts can be found in appendix 1, lines 275-278. in other parts of the interaction, there are also evidences off some students who call out and produce tcus' consisting of two or three words (see full transcription in appendix 2, specifically lines 113-115 and lines 202-207). extract 6 006 teacher: the team is amai:zing you guys win every weekend: 007 (0.3)bike::s,= 008 gamelon (s): = our[skill] 009 teacher: [your] 010 {teacher pointing at gamelon} 011 (0.5) 012 gamelon (s): our skill are good cause we(0.1) cause we 013 keep yea_(0.1)our skill are good. in extract 6, gamelon (student) self-selects himself by calling out before the teacher completely finishes her turn (line 008). line 007 shows that the teacher's tcu is in continuing intonation. this indicates that the teacher wants to continue her turn. besides, the overlapping speech between the teacher and gamelon (lines 008 and 009) shows that the teacher actually has not quite finished her turn. yet, since gamelon has already initiated to take the turn, the teacher then finally yielding the floor and clearly nominating gamelon as the next speaker by pointing at him (line 010). after being clearly nominated to take the floor, gamelon produces longer tcu (lines 012-013). through the full transcript in appendix 1, it is noticeable that the overlapping speeches between participants do not happen frequently. however, the participants' speeches are sometimes overlapping with the other participants' hand gestures. for instance, other students put their hands up when one student is having his/her turn (appendix 1 lines 019-022) and students put their hands up to show their initiation to answer the teacher's question before the teacher finishes her turn (see appendix 2 lines 014, 023027, 050-053, 215, 069-071). drawing from the explanations above, the summary of the turn-taking rule is as the following. 1. the teacher clearly nominated the next speaker either by mentioning the next speaker's name or pointing at the next speaker or even both. 2. overwhelmingly students put their hands up to indicate their initiation to take the turn and wait until being nominated. 3. when the nominated speaker is speaking, other participants do not orally interrupt. 4. overwhelmingly one party speaks at a time; overlapping mostly occurs between the current speaker's speech and the other participants' hand gestures. 5. students also take the turn without being nominated by the teacher, but they only produce short tcu consisting of one to three words. mostly, they always do that at the end of the teacher's tcu when the teacher is clearly yielding the floor by posing questions. 6. there is one interactional evidence found which is deviating rule number 5; student takes the turn before the teacher completely finishes her turn. when this happened, celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 125 the teacher stopped speaking and let the student took the floor. 7. the students tcus are longer (consisting of more than 3 words in one string of tcu) when they are nominated by the teacher to take the floor. participants' power relation in classroom interaction from the finding in point 4.1, the teacher power is obviously higher than the students; the teacher does not need to compete with the students to take the turn and the teacher is the one who allocates the turn. additionally, from the data, it is evident that the content of the students' tcus is always about answering the teacher's question which are mostly in the form of open-ended question (see extract 7). extract 7 255 teacher: what do you think [angelica?] 256 [{teacher pointed at angelica}] 257 ((other students' hands down)} 258 (0.1) 259 angelica (s):<like if you struggling on your ma::th>(0.1 )<somebody 260 can help you> 261 (0.3) 262 teacher: what would that me:an: that's that's an interesting 263 one in fact i lo:ve how she's thinking class i like 264 how she's thinking line 255, shows that the teacher yields the floor by posing a question and directly mentioning the name of the next speaker who is responsible to take the floor. then, the next speaker's answering the question without posing another question to the teacher (see line 259, extract 7). after the students completed their tcus, the teacher directly takes the turn and evaluates the student's answer by saying: "...that's an interesting one...i love how she's thinking..." (extract 7 lines 261, 263). the teacher's evaluating the students' answer several times (see appendix 1 line 080, lines 283-284 for other examples of teacher's evaluation). yet, there is no evidence in the data which shows that the students also evaluating the teacher's statement. this shows that in the classroom under study, the teacher has prerogative right in the interaction to evaluate the other participants. it means the teacher has more power in the interaction. discussion the finding shows that the teacher appears to be the main speaker which allocate the turn and maintain the effectiveness of the teacher-students interaction. it agrees with okata's (2016) (sacks et al.'s (1978) findings that in a usual and effective conversation, overwhelmingly, there is only one party speaks at a time. in addition, the majority of classroom interaction in this study follows the rules of turn-taking outlined by mchoul (1978) in which the teacher mainly acts as the main speaker who has the prerogative right to take the turn, continue the turn and/or select the next speaker, whereas the students as the teacher's interlocutors only take the turn when they are nominated. however, there are some interactional contexts where the turn taking's structure alters to that of mchoul's (1978) rule, specifically when one student self-selects himself and call out before the teacher finishes her turn, resulting in overlapping speech between them. sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 126 when this condition happened though, students do not produce a long string of speech, they only produce sort tcu consisting of less than three words. yet, given that the teacher directly stopped speaking and yielded the floor to that particular student implies that student may also possess power in classroom interaction. according to sidelinger, bolen, frisby, & mcmullen (2012), students may affect instructor's behaviours in classroom interaction. the same as (brooks, 2016), this study found that the teacher continually asks questions to the students, and then provide evaluation to the students’ answer. this means, in term of the conversation content, the interactions form ire (initiation, response, evaluation) pattern of which the teacher initiates the question, the students respond to the question, and lastly the teacher evaluates the students answer. in this study, there is no evidence of students evaluate the teacher’s answers, and therefore it seems that there is power difference between teacher and student. in (brooks, 2016), the teacher only asks quiz type question of which the answer is set and known by the teacher, whereas in this study the teacher appeared to ask many open-ended questions that allow students to explore their knowledge. then, the teacher provides constructive feedback to encourage the students elaborate their answers. this inquiry style in my opinion does not place the teacher as the “know all” and put the students as “without knowledge”. this condition has lessened a social divide between teacher and students as the students gain more valued and power in class. besides, the data also shows that although the students are most likely wait to be nominated to speak, the fact that they still do unvocalized attempt to take the turn by raising their hands even before the teacher finishing her speech may indicate that students also have power in the interaction even though their power is not as high as the teacher. in other words, i would say that in this study the power of the teacher in managing the turn-taking mechanism is not absolute. to a certain point that students can still show their desire to be the speaker and take the turn by raising their hands and can call out their answer before being nominated. as found in this study, teacher could mitigate the social distance between teacher and students by encouraging students to nominate themselves and exposing students with an open-ended question. by doing so students will have more freedom to talk in class and express their idea. to value the students’ answer, the teacher could give feedback or develop follow up question according to the students answer, and therefore the students are forced to think critically based on the stimulation given by the teacher. by doing so, the students could be prepared to answer the 21st century learning requirement which is explained by ansori (2019) as having to be academically competent, critical, and able to communicate their voice. conclusion to conclude this article, several important points are summarized in the following. the interaction between teacher and students in the data is mostly asymmetrical; the teacher acts as the first speaker who manages the turn-taking system. she nominated the next speaker by either employing hand gestures or by directly mentioning the students' name or by mentioning the student's name while also pointing at the nominated student. the teacher has higher power than the students as shown by the fact that teacher is the one who ask question and evaluate the respond. yet, it is celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 127 worth noting that in the turn-taking mechanism, the power of the teacher is not absolute as there are some evident in which the student overlapping the teacher's speech and calling out before being nominated. besides, the fact that the students are allowed to show their eagerness to take the turn by raising their hands is also one evident that students also possess power in the interaction. this study, however, does not include the analysis of silent; pauses or gaps of the classroom interaction under investigation, whereas silent may also affect the turn-taking patterns between participants. thus, future study can be conducted to examine pauses or gaps in classroom interaction. references allwright, d. 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(2014). turn allocation and context: broadening participation in the second language classroom. in discourse in context: contemporary applied linguistics (vol. 3, pp. 301–320). bloomsbury london, england. appendix 1 transcription key : speaker identity/ start of turn [ ] overlaping talk & overlaping talk with gesture of the participants { } description of gesture = latching (.) micropause less that 0.1   speech that is noticeably quieter than surrounding speech  falls pitch  rises pitch  arrow beside speaker names indicates lines of analytic focus . falling intonation or final intonation , continuing intonation ? rising intonation, question ¿ low rise intonation; stronger than comma but weaker than question mark. _: inflected falling intonation : inflected rising intonation < > the stretch of talk in between is markedly slowed (( )) transcriber comment ( ) empty parentheses indicates no hearing is possible word underlining to indicate stressed in some part of the words word capital letter indicates loudness than the surrounding talk celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 129 appendix 2 full transcription 001 ((students raise their hands)) 002 teacher: [ga:melon.] 003 [{pointing at gamelon}] 004 (3.9) 005 gamelon (s): the_ you say, 006 teacher: the team is amai:zing you guys win every weekend: 007 (0.3)bike::s,= 008 cameron (s): =our [skill] 009 teacher: [your] 010 [{teacher pointing her hand at gamelon}] 011 (0.5) 012 cameron (s): =[our skill] are good cause we (0.1) cause we 013 keep yea_(0.1)our skill are good. 014 teacher: our your skill are great:, what [else:. 015 {3 students 016 raised their hands} 017 teacher: kristen{teacher pointing at kristen} 018 (.) 019 kristen (s): [because we keep on practising.] 020 [{some other students 021 still put their hands up}] 022 (0.1) 023 teacher: [you keep on pra::ctising 024 feno:menal: let's look at the next box:(0.2)look at 025 the purple] 026 [{some students still put 027 their hands up}] 028 [[box(.)] 029 [{students' hands down}] 030 what is the next word [that is down there.] 031 [{students raise their hands}] 032 (2.4) 033 teacher: [yes] 034 [{pointing at student 1}] 035 [{other students' hands down}] 036 (0.5) 037 student 1: where¿ 038 (0.7) 039 teacher: right here, 040 (0.5) 041 teacher: put your finger on it pli::s: sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 130 042 (0.4) 043 teacher: i need the tracking finger [going] 044 student 1: [spes] spes spes 045 teacher: spe:cial, 046 student 1: special 047 (2.6) 048 teacher: specially, 049 1.5) 050 teacher: specially what do we think that sounds like what is 051 that root word in [there? 052 [{some students raise 053 their hands}] 054 (0.1) 055 teacher: [ms. tiggins told you about root words what is the 056 root word that will be in specially?] 057 [{students keep raising their hands}] 058 (0.4) 059 teacher: yes.= 060 ={teacher pointing at hermione} [other students 061 put their hands down} 062 (0.7) 063 ((students start to raise their hands when the 064 teacher said, "there", in line 051 and they keep on 065 raising their hands until the teacher said, "yes", 066 in line 059) 067 hermione (s): special. 068 (0.5) 069 teacher: spe:cial:(0.4)what is that [mean to be special] 070 [one student, not 071 georgina, raises his hand}] 072 georgina?= 073 ={the student's hand down} 074 (0.5) 075 georgina (s): it means to be something it means to be something it 076 means to be something that you very very like and 077 important 078 (0.5) 079 teacher: something that you lai:k a lo:t and is important to 080 you excellent (0.1)next time let's try just a little 081 bit more la::ud. 082 (0.5) 083 what is that mean to be a little bit lauder when 084 we speaking¿ 085 whole class: conviction celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 131 086 teacher: thank you we need to speak with conviction i can't 087 barely hear you now ms. tiggins is oold ( ) of 088 hearing:(0.2) i can't hear you if i'm over here 089 okay,(0.4)she se::d(0.7)tha::t (0.3)to be 090 special(0.4) mean you ( ) it was really important to 091 you:(0.6)and it was ve:ry it was something that you 092 like the whole lot(0.1) so something is 093 specially(0.7)specially mai::d (0.2)specially 094 mei:d (0.3) ms. tiggin specially meid 095 present for each of her students 096 (0.9) 097 teacher: what do you think that[means?] 098 [{students raise their hands}] 099 (1.6) 100 teacher: [yes omari] 101 [{pointing at omari}] students' hands 102 down} 103 (0.5) 104 omari (s): <i:: thi:nk it me::ans you: make something special> 105 (0.5) 106 teacher: i make something special for you: and because it's 107 special do you think that i'm i give the same 108 present(0.1)to[ everybody? 109 [{students put their hands up}] 110 some students: [yes] ((calling out)) 111 some other students: [no] ((calling out)) 112 (0.3) 113 teacher: ma:ybe 114 (0.8) 115 student 2: yes yes maybe ((student 2 calls out)) 116 (0.4) 117 teacher: who thinks no?= 118 ={students raise their hands} 119 (2.3) 120 teacher: [kaitrin [why not?]] 121 [{teacher pointing at kaitrin}] 122 [{other students' hands down}] 123 (2.1) 124 teacher: why do you think no? 125 (2.4) 126 teacher: <something specially mai:d> 127 (0.5) 128 teacher: will i give the same thing to everybody¿ sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 132 129 (0.1) 130 teacher: ifcause this is important, 131 (0.3) 132 teacher: georgina told us that if something is special to you 133 it's important to you 134 (0.2) 135 teacher: is something that is important to georgina important 136 to everybody? 137 (0.3) 138 student 3: no ((calling out)) 139 (1.3) 140 teacher: georgina might have: (0.2) what is your favourite 141 animal at home(0.2)your favourite ( ) 142 (2.3) 143 hermione (s): ((inaudible, georgina says something softly)) 144 (0.1) 145 teacher: i can't hear you 146 (0.8) 147 hermione (s): my dog 148 (0.2) 149 teacher: your do::g 150 (0.6) 151 teacher: what is [something that really your favourite 152 favourite toy ever:] 153 [{some students raise their hands}] 154 teacher: [draka:y.] 155 [{teacher pointing at grakay}] ((other students' 156 hands down)) 157 (0.1) 158 grakay (s): parrot 159 (0.5) 160 teacher: your [pa:rrot,] 161 [{students raise their hands}] 162 (0.1) 163 teacher: what's your favourite toy [macy?] 164 [{teacher pointing at macy, 165 other students' hands' down}] 166 macy (s): ( ) ((inaudible)) 167 (2.0) 168 teacher: your ( ) baby toy now (0.5) 169 do you think (0.9)that if ms tiggens make something 170 specially ma:de for each of you that it will be the 171 same thing: celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 133 172 (1.1) 173 teacher: will they all be different things or will they all be 174 the same¿ 175 (0.1) 176 whole class different 177 (0.1) 178 teacher: they're all different. 179 (0.1) 180 teacher: they're all different and they're all important to 181 you for different reason 182 (0.1) 183 teacher: so they're all specially ma:de 184 (0.2) 185 teacher: now,(0.7)let's think about this:(0.4) 186 if i specially made a special food for you gu:ys 187 (0.1) 188 teacher: i specially mai:d bro::wnies (0.2) for ms tiggens's 189 cla:ss(1.0)<specially made brownies for ms tiggens 190 cla::ss.> 191 (0.9) 192 teacher: what do you think 193 (1.4) 194 teacher: about these brownies do you think they're gonna be 195 the same brownies with ms ( _ _ _ ) class kids: 196 (1.5){ 197 teacher: [whay: not?] 198 [{teacher pointed at student 4}] 199 (0.5) 200 student 4: <because some brownies are different> 201 (0.1) 202 teacher: some brownies are different and the brownies our 203 class has:(0.5)because they are specially made(0.5) 204 means that important to who? ms ( ) class or our 205 class? 206 (0.3) 207 whole class our class ((calling out)) 208 (0.2) 209 teacher: exa::ctly, 210 (0.1) 211 teacher: let's look at the next word 212 (0.6) 213 teacher: struggle 214 (0.6) sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 134 215 teacher: what does it mean to struggle[ who knows the word 216 [{students put their 217 hands up}] 218 (0.8) 219 teacher: kim [would] you like to share out with us? 220 [{students' hands down}] 221 (0.8) 222 kim (s): like em if somebody like is grabbing you like like em 223 (0.5)when you are struggling to get something(0.2) 224 you pull really hard trying to get it 225 (0.1) 226 teacher: so you're trying your best. 227 (0.2) 228 teacher: i heard some keywords there try your 229 best(0.3)you're 230 trying to get awa:y (0.1) you're working really 231 ha:rd. 232 (0.2) 233 teacher: what else do we know about srugling?= 234 ={students put their hands up} 235 teacher: you're struggle on football theon 236 (0.2)when someone trying to tackle you(0.3) 237 teacher: tell me [why] 238 [{other students' hands down}] 239 (0.3) 240 teacher: what's going on. 241 4.6) 242 theon (s): so i can break out the i can break out the tackle 243 teacher: can you speak a bit lauder i can't barely hear you 244 (0.2) 245 theon (s): so i can break out the tackle and get detached down 246 (0.1) 247 teacher: so you can break out the ta:ckle and get detach 248 down 249 (0.2) 250 teacher: [i'am hearing a thing here(0.4)i'm hearing 251 something that sounds like like you're 252 trying to get away from something] 253 [{students' rais their hands}] 254 (0.3) celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 2, december 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 135 255 teacher: what do you think [angelica?] 256 [{teacher pointed at angelica}] 257 ((other students' hands down)} 258 (0.1) 259 angelica (s): <like if you struggling on your ma::th>(0.1)<somebody 260 can help you> 261 (0.3) 262 teacher: what would that me:an: that's that's an interesting 263 one in fact i lo:ve how she's thinking class i like 264 how she's thinking 265 (0.3) 266 whole class we think is great 267 (0.1) 268 teacher: it is great you know what 269 (0.4) 270 teacher: because they say that you're struggling like you're 271 movin (0.2)somebody holding on to your body right? 272 (0.1) 273 some students: yes 274 (0.1) 275 teacher: she said that you're strugling with math can math 276 hold on to your body? 277 (0.1) 278 whole class: no 279 teacher: math cannot hold on to your body 280 (0.2) 281 teacher: but how could you be struggling in ma:th 282 (0.6) 283 teacher: what does it mean angelica i like where you going 284 with this i think it's right he:re i think you got it 285 (0.1) 286 teacher: what does it mean to struggle in math? 287 (0.5) 288 angelica (s): <it means like(0.1)if you stuck on something 289 (0.1)you don't know what's the answer(0.1)you can get 290 help from somebody> 291 teacher: would you mind saying that a little bit louder with 292 conviction first because everybody in here need to sari, c.c. (2020). conversation analysis: turn-taking mechanism and power relation in classroom setting. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 118-136. 136 293 hear you (0.1) come on a little bit lauder with 294 conviction 295 (0.4) 296 angelica (s): if you stuck on something on your ma:th and you 297 don't know what's the answer you you want to get some 298 help from somebody 399 (0.2) 300 teacher: if you stuck on something like your ma::th 301 (0.3)it might mean that you don't know the a:nswer 302 and you need to get help from somebody(0.4)so you 303 might have private tutoring session author index ardiyansah, tri yuli 90 rahayu, eka listianing 64 hia, nadya irma aggriny 44 rosnija, eni 103 ikhsanudin 103 sholikhi, fu'ad 22 merrita, diah 112 shopiyana, diana dwi 103 muljani, retno 77 sumanti, christiani tiwi 77 novitasari 64 suryanto, bambang 64 novitasari, nine febrie 44 syafii, muhammad lukman 1 nurani, salsabila gita 126 widiati, utami 126 purnamaningwulan, rina astuti 33 subject index a addie 103, 104, 105 b bilingual preschool 104 c classroom action research (car) 1, 3, communication apprehension 1, 25, 26, 27, 29, 30 covid-19 33, 40, 41, 70, 71, 91, 92, 93, 126, 127, 128, 129, 132, 136, 137 computer-assisted language learning (call) 128 creative decoration 106 critical discourse analysis 113, 114, 120, 121 cyberbullying 45, 52, 56 e extensive listening (el) 33, 34, english as a foreign language (efl) 78, 35, f foreign language classroom anxiety scale (flcas) 24, 25, 26, 27, 28, 29, 30 fear of negative evaluation 22, 25, 26, 27, 29, 30 i international internship program 90, 93, 94, 96, 97, 98 information and computer technology (ict) 128, 136 l learning achievement 77 learning motivation 77 listening skills 33, 34, 35, 36, 39, 41 listening anxiety 34, literature circle 66, 67, 68 71 74 m movie 45, 51, 52, 56 n nationalism 113, 114, 116, 118, 119 newspaper clipping 109 o online learning 40, 41, p parental participation 77 perception 66, 67, 68, 73, 74 , 126, 128, 129, 130, 131, 132, 133, 134, 135, 135, 137 pre-service teachers 33, 34, 35, 36, 37, 38, 40, 90, 91, 92, 93, 94, 95, 96, 97, 98, 100 proposition 114, 115, 117, 119, 120 psychoanalysis 50, 52, 57 pandemic 33, 40, 41, 71, 81, 83, 86, 87, 91, 93, 126, 127, 128, 129, 130, 132, 136, 137 q quasi-experimental 33, 36, 38, 39, r reading 65, 66, 69, 71, 74 reading comprehension 1, 2, 3, 4, 7, 8, 9, 10, 11, 12, 13, 14, 17, 18, 65, 74 recast 78, 81, 83 s story mapping strategy 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18 speaking anxiety 22, 23, 24, 25, 26, 27, 28, 29, 30, 31 t teachers’ perceived readiness 90, 92, 93, 94, 96, 97, test anxiety 22, 25, 26, 27, 29, 30 v video assisted extensive listening 33 visual simulation 104 z zone of proximal development (zpd) 77, 79, 80, 81, 84, 85, 87 call for paper celtic: a journal of culture, english language teaching, literature, & linguistics is a peer reviewed academic journal managed by the english language education department, faculty of teacher training and education, university of muhammadiyah malang. it is published twice a year, in june and december. we welcome articles in the form of research reports or library research on english language teaching, literature, linguistics, and culture. generally, all manuscript received between december-may are allocated for june edition, while those received between june-november are for december edition. issn 2356-0401 (print), 2621-9158 (online); 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(2019). this is an example of a reference taken from an online journal paper: always include the doi. celtic: a journal of culture, english language teaching, literature, & linguistics, 6(2), 1-13. https://doi.org/10.20961/ijpte.v2i1.18254 american psychological association. (2021). this is an example of a reference taken from a website. retrieved from http://apa.org/ethics/code/index.aspx brown, a. j. (2019, october 21). this is an example of a reference taken from a periodical such as online newspaper. time. retrieved from http://www.time.com/article/0,8599,00.html http://ejournal.umm.ac.id/index.php/celtic/index https://doi.org/10.20961/ijpte.v2i1.18254 http://www.time.com/article/0,8599,00.html creswell, j. (2020). this is an example of a reference taken from a book (4th ed.). boston: pearson education inc. appendix (if any) celtic celtic: a journal of culture, english language teaching, literature and linguistics celtic: a journal of culture, english language teaching, literature, and linguistics is published biannually every june and december (p-issn: 2356-0401, e-issn: 2621-9158) presenting articles on culture, english language teaching, literature, and linguistics. contents include analysis, studies, application of theories, research reports, material development, and book reviews. celtic was first published in june 2014. chief editor bayu h. wicaksono, m.ed., ph.d., university of muhammadiyah malang editors lazuar azmi zulferdi, m. app.ling., ahmad dahlan university, indonesia sri rejeki murtiningsih, ph.d., university of muhammadiyah yogyakarta, indonesia tono suwartono, ph. d., university of muhammadiyah purwokerto, indonesia dr. moh. hasbullah isnaini, m.pd., university of brawijaya, indonesia puji sumarsono, m.pd. university of muhammadiyah malang, indonesia santi prastiyowati, m.pd. university of muhammadiyah malang, indonesia reviewers willy renandya, ph.d, nanyang technology university, singapore dr. ana belén mansilla pérez, universidad de murcia, spain dr. yudhi arifani, university of muhammadiyah gresik, indonesia dr. ikhsanuddin, tanjung pura university, indonesia healty susantiningdyah, m.appling., university of east kalimantan, indonesia merina devira, m.a., samudera university, indonesia firqo amelia, m.a., abdurrachman saleh university, indonesia saefurrohman, ph.d., university of muhammadiyah purwokerto, indonesia lungguh ariang bangga, m. app.ling., ahmad dahlan university, indonesia eka listianing rahayu, m. app.ling., state polytechnic of malang, indonesia, dr. estu widodo, m.hum., university of muhammadiyah malang, indonesia dr. fardini sabilah, m.pd., university of muhammadiyah malang, indonesia dwi poedjiastutie, m.a., ph. d., university of muhammadiyah malang, indonesia dr. sudiran, m.hum., university of muhammadiyah malang, indonesia rina wahyu setyaningrum, m.ed. university of muhammadiyah malang, indonesia riski lestiono, m.a., university of muhammadiyah malang, indonesia alimin adi waluyo, m. app.ling., university of muhammadiyah malang, indonesia rafika rabba farah, m.ed., university of muhammadiyah malang, indonesia adityo, m.a., university of muhammadiyah malang, indonesia rosalin ismayoung gusdian, m.a., university of muhammadiyah malang, indonesia agista nidya wardani, s.s., s.pd. m.a., university of muhammadiyah malang, indonesia bramy biantoro, m.ed., university of muhammadiyah malang, indonesia managing editors nina inayati, m.ed., university of muhammadiyah malang, indonesia triastama wiraatmaja, m.si. university of muhammadiyah malang, indonesia javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/celtic/about/editorialteambio/58225') javascript:openrtwindow('http://ejournal.umm.ac.id/index.php/celtic/about/editorialteambio/58222') copy editor masyhud, m. pd., university of muhammadiyah malang, indonesia website & cover designer prihadi dwi nurcahyanto, m.pd. correspondence: address: celtic editorial team, english language education department, faculty of teacher training and education, university of muhammadiyah malang. jl. raya tlogomas no. 246 malang 65144, east java, indonesia. email: celtic@umm.ac.id telephone: +62-341-464318 ext. 121. fax no: +62-341-460435 published and copyright by umm press, malang © 2021 celtic p-issn: 2356-0401 e-issn: 2621-9158 celtic: a journal of culture, english language teaching, literature and linguistics 1 beyond the implementation of project-based assessment in elt: benefits, challenges, and teachers' strategies navisatul izzah, laksmi diana……………………………………………………. 140-151 2 students’ ability in the structure and written expression section in toefl prediction test tira nur fitria………………………………..….……………………………………. 152-163 3 incorporating higher-order thinking skills in english lesson plans for senior high school rosevinda nabila putri, siti drivoka sulistyaningrumateryna……… 164-176 4 the use of un/marked code to show politeness among multilingual customers putri nur hidayah……………………………………………………………………... 177-189 5 students’ attitude towards english online learning through moodle during the covid-19 pandemic ketut santi indriani, ni made ayu widiastuti……………………............... 190-205 6 student’s perceptions of english classroom assessment during covid-19 pandemic yulia dian nafisah, anton haryadi, junaidi mistar ……………………… 206-218 7 virtual professional development forum for rural teachers in kalimantan barat ikhsanudin ……………………………………………………………………………….. 219-234 8 autonomous mobile-assisted language learning for young learners using duolingo nurul annisa saraswati, syafi’ul anam, oikurema purwati …………. 235-246 9 developing e-dictionary as an innovative media in covid-19 pandemic fitria nur hamidah, fadelis sukya, dion yanuarman………………….. 247-259 10 the utilization of line video call and tiktok video for teaching pronunciation in thailand lilis kartika dewi, yudhi arifani …………………………………….............. 260-274 celtic volume 8, number 2, pp. 140-274 malang, december 2021 1 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index the implementation of the story mapping strategy to enhance students’ reading comprehension muhammad lukman syafii* universitas muhammadiyah ponorogo, indonesia abstract this research was done based on issues encountered by the author in teaching reading comprehension at the management study program. the fact indicated that the learners’ competencies in comprehending english texts were insufficient. to deal with the issue, the investigator implemented the story mapping strategy as one of the solutions in the teaching reading. this research uses a classroom action research design. the subjects were 14 students. the research was done in two cycles by ensuing the procedure of action research, namely: planning, implementing, observing, and reflecting. each cycle was implemented in two meetings of the strategic application and one meeting for the test. the data of the research were collected by employing the ensuing instruments: observation checklist, field notes, questionnaire, and a reading comprehension test. the findings of the research showed that the story mapping strategy could enhance the learners’ reading comprehension. this research is categorized as effective when 70% or more of the learners can achieve progress of at least 10 points greater than the result of the preliminary research. after the investigator did the first and second cycles, the finding indicated that the learners’ scores were improved. in the first cycle, 8 (57%) learners out of 14 learners reached the obtain progress of ≥10 points. in the second cycle, learners who achieved the target score of ≥10 points went up to 11 learners (78%). the findings indicated that the story mapping strategy successfully increased the learners’ reading comprehension. in addition, the class successfully created a better learning atmosphere compared to before the implementation of the story mapping strategy. keywords: classroom action research; reading comprehension; story mapping strategy abstrak penelitian ini dilakukan berdasarkan materi yang dihadapi dosen dalam pengajaran pemahaman membaca pada program studi manajemen. realitas tersebut menunjukkan bahwa kemampuan peserta didik dalam memahami teks bahasa inggris tergolong rendah. untuk mengatasi hal tersebut, peneliti menerapkan strategi pemetaan cerita sebagai salah satu solusi dalam pembelajaran membaca. penelitian ini menggunakan desain penelitian tindakan kolaboratif. subjek penelitian ini adalah 14 peserta didik. penelitian dilakukan dalam dua siklus dengan mengikuti prosedur penelitian tindakan kelas yaitu: perencanaan, pelaksanaan, observasi, dan refleksi. hasil penelitian menunjukkan bahwa strategi pemetaan cerita telah meningkatkan pemahaman bacaan peserta didik. penelitian ini dikategorikan berhasil apabila 70% atau lebih peserta didik mampu mencapai kemajuan yang diperoleh minimal 10 poin lebih tinggi dari hasil penelitian pendahuluan. setelah peneliti melakukan siklus pertama dan kedua, hasilnya menunjukkan bahwa skor peserta didik terkoreksi. pada siklus i, terdapat 8 (57%) peserta didik dari 14 peserta didik yang mencapai kemajuan ≥10 poin. sedangkan pada siklus ii peserta didik yang mampu mencapai kemajuan ≥10 poin meningkat menjadi 11 peserta didik (78%). selain itu, temuan juga menunjukkan bahwa strategi pemetaan cerita berhasil meningkatkan pemahaman bacaan peserta didik untuk bersemangat terlibat di dalam kelas. kelas mendapatkan suasana yang lebih baik dengan antusias dari sebelum penerapan strategi story mapping ini. kata kunci: pemahaman bacaan; penelitian tindakan kelas; strategi pemetaan cerita e-issn: 2621-9158 p-issn:2356-0401 *correspondence: muhammadlukmansyafii@umpo.ac. id submitted: 3 april 2021 approved: 21 june 2021 published: 25 june 2021 citation: syafii, m. l. (2021). the implementation of the story mapping strategy to enhance students’ reading comprehension. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 1-21. doi: 10.22219/celtic.v8i1.16161. muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 2 introduction english is necessary for indonesian students because they will need it to communicate and compete with other people from other parts of the world in the future. therefore, indonesian students need good mastery of the four language skills, i.e., listening, speaking, reading, and writing. of all the language skills, reading takes most of the class time. skills in reading english texts have been considered crucial (hamdani, 2020). reading skill is essential because it promotes better spelling, writing, comprehension, and more advanced vocabulary (sari et al., 2020). besides, it can and ought to gather the whole kinds of thinking, evaluating, judging, imagining, reasoning, and overcoming problems (vedung, 2017). therefore, accomplishment in reading is necessary for learners in both academic and vocational progress and the learners’ mental welfare (korhonen et al., 2014); furthermore, through reading, students can get enjoyment as well. grabe (2014) states that the main aim of reading is reading for comprehension, keeping learners conscious of main ideas in a text, and cruising the organization of a text is fundamental for beautiful comprehension. according to tang et al. (2019), reading comprehension is to obtain an understanding of meaning after reading. furthermore, pourhosein gilakjani and sabouri (2016) defined comprehension as the competence to obtain meaning from text which is fundamentally the final purpose of reading. meanwhile, reading comprehension is considered a complicated process. perfetti and stafura (2014) state that text comprehension is a complex cognitive skill where the reader ought to put up meaning by utilizing all the available resources from both the text and prior knowledge. these resources help readers use lexis and syntax, regaining their meanings from one’s psychological lexicon, creating inferences, and using schemata. furthermore, gilakjani and ahmadi (2011) assert that the reader’s schemata influence the withdrawal information in a text and clarifies that a reader comprehends a message when he can bear in mind a schema stating the objects and the happenings represented in the message. when a learner can associate what he has seen about the text with the new knowledge he found in the text, he can comprehend the text. in line with the reading purposes, jayanti (2016) states that teaching and learning reading comprehension can be learned through micro-skills. some of the skills related to reading objectives in senior high school level are: (a) admitting grammatical word classes (nouns, verbs, etc.), system (tenses, agreement, plural, etc.), patterns, and elliptical forms (b) admitting the interactive functions of written texts, based on shape and objective, (c) deciding context that is not clear by utilizing prior knowledge, (d) deciding relations and joints between affairs, and find such relationship as the main idea, current explanation, provided an explanation, leveling, and instance, and (e) differentiating between literal and inserted meanings. it seems that reading is considered a complicated skill, covering many activities to comprehend a text. through observation and direct interviews with the students and the lecturercollaborator, the researcher concluded that the condition was caused by one factor: the learners had a problem comprehending the text due to the inappropriate teaching strategy used by the lecturer. in other words, the students and the lecturer celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 3 are lack knowledge of strategies in reading and lack of use of reading strategies. therefore, to solve the problem, the lecturer should apply an appropriate reading strategy to enhance the students’ reading comprehension. due to the benefits of the story mapping strategy, the investigator is appealed in applying this strategy to solve the learners’ problem in comprehending an english text, mainly a narrative text. the researcher intends to find the solution to the problems by conducting classroom action research. this classroom action research is directed to enhance the learners' reading comprehension. stringfield et al. (2011) modified the story map in a more detailed description, including more elements of narrative structure, such as exposition/orientation (characters and setting of time and place), rising action (a sequence of complexity causes to the tag line), climax (the serious torque when a conflict requires everything to be conducted about them), down falling action is the torque away from the tallest top of joy), resolve (result or outcome), the conflict that inherent in a story, and theme of a story. another version of a story map, developed by bui and fagan (2013), contains seven major areas for noting a narrative’s story: setting/time, characters, problem, solution, outcome, reaction, and theme. the researchers used basal stories with the map and had students read portions of the story orally until they read the entire story. before reading, students were taught each story element individually. once they read the whole story, each student completed a story map. once students were able to complete maps with 90 percent accuracy, they were no longer instructed on story elements before reading. instead, students read each passage and met a story map individually. method the subjects of the current study were the second-semester students of the management study program of the faculty of economics at the muhammadiyah university of ponorogo. it consists of 14 students: 10 female and 4 male students. these subjects were chosen since the learners of this class own low achievement in reading comprehension. to solve problems in the study, the investigator proposed a story mapping strategy in reading class. story mapping strategy is implemented to aid learners in comprehending narrative text and its structures. this strategy can help students comprehend narrative text as their awareness of the use of narrative text structure during the implementation of the strategy increased. in this activity, the researcher and the collaborator designed the teaching strategy by developing a story mapping strategy in teaching reading. this strategy was conducted through several steps, namely 1) grouping the students, 2) presenting the text/story to be recited and supply every learner with a blank story map, 3) asking the learners to recite the text and get the meaning of unfamiliar words, 4) asking the learners to note the title of the tasked text on the story map, 5) asking the learners to analyze and note the other parts of the story, such as characters, setting, plot (matter, happenings, reserve), and ethical message by taking over with their group, 6) asking the learners to provide their work in front of the class, 7) asking the learners to conduct another assignment related to material muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 4 with their pairs, and (8) providing a quiz (comprehension questions) to learners personally. there are three instruments employed to gather the data, namely observation checklists, field notes, and questionnaires. reading comprehension tests were used for collecting the data about the students’ learning outcomes. both researcher and collaborator decided the criteria of success before implementing the study. the success criterion was used to see whether the implementation of the story mapping strategy was successful in enhancing the students’ reading comprehension. with the research problem, the researcher decided one criterion of success. it means that the research is categorized as effectual if it fulfills the criterion of success, which is the gain's score of students’ achievements. the students’ achievement (score) gained means that this research is categorized effectual when 70% or more of the learners can achieve the obtain progress at least 10 points greater than the finding of the precursory research. 10 points gain improvement here determined based on the students’ competence, the complexity of the material, the teacher, and the school's facilities. the students' competence in this school was not good enough; most of the students come from rural areas where the opportunity to add the knowledge and skill of english are small. the complexity of the material used in this study was not too difficult, but the students still lacked vocabulary, even though they had a narrative in class before. there are several steps of the research procedures that the lecturerresearcher carried out in the study. the preliminary study was applied to anatomize and recognize the matters as the arrangement, kept up by 1) planning the action, 2) implementing the action, 3) observing the action, and 4) reflecting the action. reading comprehension tests were used for collecting the data about the students’ learning outcomes. in this study, the test employed by the writer was a kind of lecturer-made test in the form of an essay (wh-questions). the investigator expanded the test on consideration of the objective of the test, which is to gauge students' competence in understanding explicit (literal) and implicit (inferential) information within narrative texts; particularly to recognize the topic, stated/implied main idea, text's organization, literal information and drawing inference. observation checklists were used for collecting the data about the effect of the implementation of story mapping strategies on students’ performance during the teaching-learning process. observation checklists contain a list of the students’ activities. in this stage, the collaborator monitored the process of teaching and learning. observer keeps details on teacher's performance and students' responses toward the pattern of learning, which will determine whether or not the objectives have been achieved (bruns et al., 2016). the detailed form of the observation checklist is provided in table 1 as follows. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 5 table 1. observation checklist of the student’ activities no indicators number of active students scale notes % 1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 pre-reading responding to schemata building activity performed by the teacher. raising hands to answer the teacher’s questions orally. sitting in the group. whilstreading responding to the teacher’s instruction. reading the text aloud by repeating the teacher. reading the text silently. finding out the meaning of unfamiliar words and write the meaning in the worksheet. discussing the text with their group. filling the blank story map with the information from the text. doing another assignment rationale to material with their pairs. presenting their work. post-reading doing a quiz individually. tell the problems. field notes are utilized to embroider several facets of teaching and learning activities that might not be embroiled in the observation checklist. this instrument gives data on the strengths and weaknesses of the applied strategy. the questionnaire is given to the students after conducting the action in every meeting. it is used to crosscheck the data from the observation checklist. this instrument developed from the same indicators as the observation checklist since they will gather the same data from a distinct notion. the detailed form of the questionnaire is presented in table 2. table 2. questionnaire for the students no statements responses a b c d e 1 i find reading a story in english something interesting. 2 the activity of reading stories adds to my knowledge. 3 stories can improve my english vocabulary. 4 stories can add to my english grammar knowledge. 5 i feel happy with the application of the story mapping strategy in the reading class. muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 6 6 to my idea, the story mapping strategy is handy in reading english texts/stories. 7 story mapping strategies can improve the ability to read english texts/stories. 8 the story mapping strategy makes reading english texts/stories easier. 9 story mapping strategies can increase my motivation in reading english texts/stories. 10 i plan to use the story mapping strategy in other text/story reading activities. legend: a: strongly agree, b: agree, c: average, d: disagree, e: strongly disagree to anatomize the information from the results of the reading achievement test quantitatively, the scoring rubric was utilized to check students' answers. the scoring rubric was used as guidance in scoring students' answers. there were two raters (inter-rater) in the scoring due to the subjective nature of wh-questions. the researcher and her collaborator scored students' answers by checking students' answer item per item based on the content and language of each item. the scoring rubric employed here was adapted from cyr et al. (2014) to get the final product of students as presented below: table 3. scoring rubric of the students' work form category score essay the answer reflects ideas contained in the text. the answer reflects some ideas of the text. the answer does not reflect the content of the text. no answer. 3 2 1 0 (cyr et al., 2014) the scoring rubric was used to calculate each student's answers for each item. the score from rater 1 was combined with rater 2's score. the compound score is then recalculated to get the average score as the final score for a single item. the description of each item's scoring process is presented in table 4 as follows. table 4. the inter-rater scoring sheet (leeder et al., 2016) the raw and final score no testees raw scores final score rater 1 rater 2 1 2 item's average score the students' scores were then presented in tables to identify the sum of learners getting the obtain scores below and above 10 points. meanwhile, to determine the percentage of the students' score either higher or lower than 10 points in each cycle, it was calculated using the following formula: 𝐹𝑖𝑛𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 ℎ𝑖𝑔ℎ𝑒𝑟/𝑙𝑜𝑤𝑒𝑟 𝑠𝑐𝑜𝑟𝑒 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑆𝑡𝑢𝑑𝑒𝑛𝑡 x 100% celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 7 findings the findings in cycle 1 this section presents the research findings that discover the process and application of the story mapping strategy in the class. the findings of the study involving qualitative and quantitative data were comprised of two cycles of action research. the qualitative data on students’ involvement during the meeting of each cycle were generated from the observation checklist, field notes, and questionnaire. involvement here means the process of taking part in activities. the quantitative data were the result of students’ achievement tests administered following each cycle. there were three stages of activity in each meeting: pre-reading stage, whilst reading stage, and post-reading stage. students’ participation in every step was described through their reactions and importance toward the stage-by-stage activity in the three stages of the story mapping strategy itself: pre-reading step, whilst reading step, and post-reading step. the greater the technique applied, the more active the learners participate in the activities. by the end of every cycle, learners’ reflection in the implemented technique was grabbed through the questionnaire. cycle 1 was done in three meetings, two meetings to implement the story mapping strategy, and one for the reading comprehension test. the instruments used were an observation checklist, field notes, questionnaire, and reading test. based on the teaching-learning preparation arranged previously, the first cycle consists of two meetings applying story mapping strategy. the action was done in three phases of activities: pre-reading stage, whilst reading stage, and postreading stage. when the first meeting was conducted, the reading text given was “the ant and the dove,” when the second meeting was conducted, the reading was “the lion and the mouse.” a. pre-reading the lecturer-researcher started the pre-reading by explaining the teachinglearning objectives to the students, then activated the students’ prior knowledge by pointing some images about the text (images of an ant and a dove in meeting 1, and pictures of a lion and a mouse in meeting 2). after that, he gave some leading questions related to the pictures, e.g., "what animal is it? where does this animal usually live? how is the character of this animal? and the students answered the questions orally. next, the lecturer asked the students to guess the theme explained; after the learners gave their various predictions, he introduced the real topic to them. after that, the lecturer divided the class into several groups; every group consists of 3 or 4 learners with high, moderate, and low abilities. b. whilst-reading in whilst reading phase, there were also several activities done by the lecturer and students. first, the lecturer introduced the text to be recited and gave every learner a blank story map. then he gave an example of how to recite the text, and the learners paid attention to the lecturer’s reading. after that, he asked the learners to recite the text and explore the meaning of unfamiliar words. muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 8 next, he asked the learners to note the title of the tasked text on the story map. also, they had to anatomize and report the other parts of the story, such as characters, setting, plot (matter, events/ episodes, reserve), and ethical message by talking over with their group, then fill the information on the blank story map. after they finished the discussion and filling the map, they had to convey their work in front of the class, and the other group had to pay attention to their classmates’ presentations. next, the lecturer asked the students to do another assignment related to the material with their pairs, and after that, they discussed the correct answer together. c. post-reading eventually, the students moved the chairs and tables into the original position and had a quiz consisting of five questions. the quiz was held for 10 minutes. the students did it individually. after the learners completed doing the quiz, the lecturer requested them to submit their answer sheets. in this stage, the lecturer also gave feedback on students’ performance, asked about their problems related to the previous activity, and reflected on the material they had learned. after implementing the story mapping strategy in two meetings in cycle 1, the lecturer did the reading comprehension test at the end of the cycle. it was conducted using the narrative text entitled “little mermaid”. the test format was the subjective test and consisted of 15 items covering literal and inferential comprehension. the test result focused mainly on the students’ scores which indicated the ability of each student in reading comprehension as presented in table 5. the result of students’ achievement tests in cycle 1 was seen in table 5 as follows. table 5. the result of learners’ reading comprehension test in cycle 1 no learners score 1. ar 60 2. id 48 3. hbb 55 4. mrp 60 5. m. ih 75 6. m. rus 85 7. nid 73 8. nis 52 9. hid 76 10. jnh 72 11. rn 63 12. rb 61 13. sl 76 14. sy 74 to see the improvement that occurred in cycle 1, the lecturer-researcher compared the score of the precursory research with the result of the students’ achievement in cycle 1. the improvement was determined by the obtained students’ gain ≥ of 10 points. the proportion of learners’ achievement and learners’ obtain progress in the reading comprehension test of cycle 1 is provided in table 6. based on table 6, only 4 of 14 students in the preliminary study ontained the target score. meanwhile, after doing a reading comprehension test at the end of cycle 1, 8 students (57%) could reach the gain ≥ 10 points from their prior score. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 9 in addition to the learners’ score, it was also monitored on the learners’ inclusion in applying story mapping strategy during the teaching-learning activities. the story mapping strategy covered three stages/phases of activities, specifically pre-reading, whilst-reading, and post-reading. the lecturer-researcher monitored the learners’ involvement by employing the observation checklist and field notes. table 6. the result of learners’ obtain reading comprehension test in cycle 1 no. initial names of the learners score gain improvement (≥ 10 points) preliminary cycle 1 1. ar 50 60 10 2. id 40 48 8 3. hbb 45 55 10 4. mrp 53 60 7 5. m. ih 70 75 5 6. m. rus 80 85 5 7. nid 62 73 11 8. nis 42 52 10 9. hid 70 76 6 10. jnh 62 72 10 11. rn 53 63 10 12. rb 50 61 11 13. sl 73 76 3 14. sy 64 74 10 in the first meeting of the pre-reading phase, 44% of students employed three activities such as: responding to schemata building, raising hands to answer the lecturer’s questions orally, and sitting in the group. in the second meeting, the students employed the activities increased to 50% of total students. so, the average of students employed in the activities in pre-reading was 47 %. in meeting one, 54% of learners conducted the whilst-reading activities. in the second meeting, 63% of students do the activities. so, the average of students who employed the activities whilst reading was 59%. in meeting one of the post-reading phases, 54% of students employed the activities, and in meeting two, 65% of students employed the activities. so, the average of students employed in the post-reading activities was 60%. based on the finding of the story mapping strategy in the first cycle above, the average of students employing the activities of two meetings was 55%. the finding of every meeting is provided in table 7 as follows. table 7. the result of learners’ participation in the two meetings of cycle 1 phases learners used the activities in cycle 1 (in%) average (in %) meeting 1 meeting 2 1. pre-reading 2. whilst-reading 3. post-reading 44 54 54 50 63 65 47 59 60 the average students employed the activities 55 in this section, the reflection on the process of teaching-learning in cycle 1 was explored. in general, the implementation of the story mapping strategy in cycle muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 10 1 run well. at the 1st meeting, the students’ involvement was less optimal, especially in the whilst-reading stage, but they appeared to be more enthusiastic and active at the following meeting. from the achievement test result, there was a slight progress of learners’ scores from the pre-test score to the first reading comprehension test. however, the result had not yet reached the criterion of success as defined in this research. based on the researcher's calculation, 2 students reached the gain improvement higher than 10 points, 6 students reached the gain improvement equal to 10 points, and 6 students got the gain improvement below than10 points. so, the percentage of the student reached ≥ 10 points in gain was 8 students (57%). it means that the result did not achieve 70% of learners reached ≥ 10 points (with the criterion of success). in conclusion, the result of cycle 1 had not reached the criterion of success. therefore, the study had to be continued to the second cycle. some reasons caused the failure of the implementation of the story mapping strategy during the first cycle. first, some students were shy to answer the lecturer’s question, only three or four students were willing to answer the question. it was assumed that they did not know the question or just felt shy/ afraid to speak or answer the questions. the second reason was that the students did not have sufficient vocabulary since they did not bring dictionaries to overcome the problem. so, the activity of finding the difficult words had not worked well. the third reason was the students were not accustomed to using the map, so they had difficulty and were confused when filling the story map with the specific information from the text. the last reason was the teacher delivered the lesson quickly so that it was difficult for the students to understand. this phase was done as a revision to implement a story mapping strategy greater than the prior one. it was also done to reach the criterion of success that had not been reached in cycle 1. before conducting the strategy in the second cycle, the lecturer-researcher and her collaborator made some revisions. the revisions were made in terms of the technique in delivering questions, adding one activity in the whilst-reading phase, and other things that can support the teaching and learning process. in providing several leading questions related to the picture shown, the lecturer delivered the question to each student one by one randomly. it would encourage the students to pay more attention to the lecturer’s questions because they did not know which students had to answer the questions. in the whilst-reading phase, the lecturer added one more step or activity to make the students more trained and skilled in using and filling the story map. the step was coming across the major idea and the supporting idea of each paragraph and then put them in the blank story map. they did the activity by discussing with their friend in the group. besides the two aspects above, the lecturer also did several steps to improve the teaching-learning process significantly. first, the lecturer asked the students to bring their dictionaries. one student brought one dictionary, so they did not borrow other student’s dictionaries during the lesson. second, the lecturer delivered the lesson in a normal way/manner. finally, the lecturer gave a reward to students. candies or cookies were given if a student or one group did a good job or presented celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 11 a good performance. this was done to make students more appreciated by the lecturer and encourage them to do the activity and the task well. the findings in cycle 2 because cycle 1 had not reached the criteria of success, the second cycle was done. cycle 2 was conducted in three meetings, two meetings for the application of the story mapping strategy and one for the reading comprehension test. the instruments employed in the second cycle were observation checklist, field notes, questionnaire, and reading test. in cycle 2, the lecturer conducted the modified story mapping strategy based on the revision of cycle 1. the action was done in three phases: pre-reading stage, reading stage, and post-reading. in the first meeting, the reading text given was “the hunter and the fisherman”; while on the second meeting, the reading text was “lebai malang.” a. pre-reading the lecturer-researcher started the pre-reading by explaining the teachinglearning objectives to the students. then, he activated the students’ prior knowledge by pointing some images related to the text (images of a hunter and a fisherman in meeting 1, and pictures of a man and two buffaloes in meeting 2). after that, he gave some leading questions related to the pictures, e.g., who is this man? what does he do? and the students answered the questions orally. next, the lecturer asked the learners to guess the topic that is going to be taken up; after the learners gave their various predictions, she introduced the actual topic to them. lastly, the lecturer divided the class into some groups; every group consists of 3 or 4 learners with high, moderate, and low abilities. b. whilst-reading in whilst reading phase, there were also several activities done by the lecturer and students. first, the lecturer introduced the text/story to be recited and give every learner a blank story map. then he gave a model of how to recite the text, and the learners paid attention to the lecturer’s reading. after that, he asked the students to recite the text and inquire about the cognition of unfamiliar words. next, the learners were asked to find each paragraph's main ideas and supporting ideas and put them on the story map. then, the students had to note the title of the tasked text on the story map. also, they had to analyze and note the other parts of the story, for example, characters, setting, plot (matter, happenings, reserve), and ethical message by taking up with their group, then filling the information on the blank map. then, the students were also asked to find the main ideas and supporting ideas of each paragraph, and they did the task by discussing with their group. after they finished the discussion and filling the map, they had to present their work in front of the class, and the other group had to pay attention to their friends’ presentations. next, the lecturer asked the learners to conduct another assignment related to the material in pairs, and after that, they discussed the correct answer together. muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 12 c. post-reading eventually, the students moved the chairs and tables into the original position and had a quiz consisting of five questions. this quiz was done in 10 minutes. the students did it individually. since the learners completed doing the quiz, the lecturer requested them to submit their answer sheets. in this stage, the lecturer also gave feedback on students’ performance, asked about their problems related to the previous activity, and reflected on the material they had learned. after implementing the story mapping strategy in two meetings in cycle 2, the researcher did the reading comprehension test at the end of the cycle. the test format was the subjective test and consisted of 15 items covering literal and inferential comprehension. the result of students’ achievement test in cycle 2 is presented in table 8 as follows. table 8. the result of learners’ reading comprehension test in cycle 2 no learners score 1. ar 63 2. id 51 3. hbb 60 4. mrp 63 5. m. ih 78 6. m. rus 90 7. nid 74 8. nis 55 9. hid 80 10. jnh 77 11. rn 65 12. rb 67 13. sl 80 14. sy 73 to know the improvement that occurred in cycle 2, the researcher compared the score of the precursory research with the outcome of learners’ attainment in cycle 2. the improvement was determined by the obtained students’ gain ≥ of 10 points. the proportion of learners’ attainment and learners’ result progress in the reading comprehension test of cycle 2 is provided in table 8 as follows. table 9. the result of learners’ gain reading comprehension test in cycle 2 no. initial names of the students score gain refinement (10 points or more) percursory cycle 2 1. ar 50 63 13 2. id 40 51 11 3. hbb 45 60 15 4. mrp 53 63 10 5. m. ih 70 78 8 6. m. rus 80 90 10 7. nid 62 74 12 8. nis 42 55 13 9. hid 70 80 10 10. jnh 62 77 15 11. rn 53 65 12 12. rb 50 67 17 13. sl 73 80 7 14. sy 64 73 9 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 13 based on the table above, 11 students (78.6%) were able to rectify the gain of ≥10 points from the precursory research to cycle 2 and only 3 learners (21.4%) were not able to achieve 10 points in obtaining. in addition to the learners’ score, it was also monitored on the learners’ inclusion in implementing story mapping strategy during the teaching-learning activities. the story mapping strategy covered three stages/phases of activities, specifically pre-reading, whilst-reading, and post-reading. the lecturer-researcher monitored the learners’ involvement by employing an observation checklist and field notes. in the first meeting of the pre-reading phase, 57% of students employed three activities such as: responding to schemata building, raising hands to answer the teacher’s questions orally, and sitting in the group. in the second meeting, the number of students employed the activities increased to 76% of total students. so, the average of students who employed the activities in pre-reading was 67%. in meeting one, 74% of students do the whilst-reading activities. in the second meeting, 80% of students do the activities. so, the average of students who employed the activities whilst reading was 77%. in meeting one of the post-reading phases, 68% of students employed the activities, and in meeting two 79% employed the activities. so, the average of students employed in the post-reading activities was 74%. based on the finding of the story mapping strategy in the second cycle above, the average of students employing the activities of two meetings was 73%. the finding of every meeting is provided in table 10 as follows. table 10. the result of learners’ participation in the two meetings of cycle 2 phases learners used the activities in cycle 1 (in%) average (in %) meeting 1 meeting 2 1. pre-reading 2. whilst-reading 3. post-reading 57 74 68 76 80 79 67 77 74 the average students employed the activities 73 based on the result of the analysis of the teaching and learning process and learners' learning result in cycle 2, it can be decided that story mapping strategy has successfully enhanced the students’ reading comprehension competence. the result of the students’ comprehension test had achieved the criterion of success. based on the researcher's calculation, 8 students reached the gain improvement higher than 10 points, 3 students reached the gain improvement equal to 10 points, and 3 students gained improvement below than 10 points. so, the percentage of the student reached ≥ 10 points in gain was 11 students (78%). it means that the result could reach 70% or more of learners who gained ≥ 10 points (based on the criterion of success). the result of cycle 2 shows that 78% or 11 students could reach the ≥ 10 points gain improvement, and 3 (22%) students still could not reach the ≥ 10 points gain improvement. for those 3 students, the lecturer gave a remedial lesson on the two cycles of strategy implementation. in the remedial lesson, they did some activities such as making/creating their story map, choosing their own favorite stories to be read, filling the story map with the specific information from the stories muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 14 they have read, presenting/telling the result, and giving comments or suggestions of their classmate’s presentation. based on the results of the learners’ reading comprehension tests, it was found that the students’ gain gradually improved compared to the preliminary study in cycle 2. there was a positive impact of the story mapping strategy on increasing students’ scores in the tests of reading comprehension. thus, the learners’ percentage of gain improvement score gradually improved the cycle 1 to cycle 2. the following figure recapped the percentage of students’ gain improvement score. figure 1 shows that in cycle 1, 57% (8 students) could reach the gain progress of ≥10 points. in cycle 2, the gain obtained increased; 78% (11 students) achieved the gain progress of ≥10 points. figure 1. the percentage of the students’ gain improvement score besides, it was also observed the students’ involvement or participation during the implementation of the story mapping strategy. based on the findings, the student's participation in employing story mapping strategy had significantly improved. the percentage of the students’ involvement in operating the strategy in cycle 1 and cycle 2 is presented in figure 3. figure 2. the percentage of the learners’ engagement in teaching and learning process figure 3 shows the percentage of the students’ involvement in employing story mapping strategy activities (pre-reading, whilst-reading, and post-reading) up from cycle 1 to cycle 2. in the pre-reading phase, 47% of students participated actively in cycle 1. meantime, cycle 2 up to 67%. in the whilst-reading phase, 59% 57% 78% 0% 20% 40% 60% 80% 100% cycle 1 cycle 2 the students gain improvement students … 47 59 60 67 77 74 0 50 100 pre-reading whilst-reading post-reading the students' participation in learning process cycle 1 cycle 2 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 15 of students participated in cycle 1 and up to 77% in cycle 2. and in the post-reading phase, 60% of students were involved in cycle 1 and 74% in cycle 2. furthermore, the researcher also evaluated the students’ responses to the application of the story mapping strategy in the class. the data were taken from the questionnaire given. the result was used as additional information about the advantage of implementing the story mapping strategy. after implementing the strategy in cycle 1 and 2, it was found that the learners had a good response toward the story mapping strategy implementation. table 11. the result of learners’ responses to the implementation of story mapping strategy no statements responses to strongly agree & agree (%) 1 i find reading a story in english something interesting. 78.6% 2 the activity of reading stories adds to my knowledge. 85.7% 3 stories can improve my english vocabulary. 85.6% 4 stories can add to my english grammar knowledge. 100.0% 5 i feel happy with the implementation of the story mapping strategy in the reading class. 92.9% 6 in my opinion, the story mapping strategy is useful in reading english texts/stories. 85.7% 7 story mapping strategies can improve the ability to read english texts/stories. 85.7% 8 with story mapping strategy to read english texts/stories easier. 92.9% 9 story mapping strategies can increase my motivation in reading english texts/stories. 71.4% 10 i plan to use the story mapping strategy in other text/story reading activities. 85.7% discussion this section covers the discussion of the teaching and learning process and the discussion of the learners’ improvement in reading comprehension utilizing the story mapping strategy. story mapping is a strategy assisting learners to utilize their knowledge of narrative fabric to anatomize the story (ibnian, 2010). the story map employs a graphic operator to assist learners in acquiring a book or story. by recognizing story characters, plot, setting, matter, and breakthrough, learners read jealously to learn the details. and the resulting visual outline assists learners in constructing a reasonable framework for understanding and remembering a story. wehbe et al. (2014) explains in her "the (un) making of a reader," story mapping requests readers to concentrate on the different features of a text (feature analysis), isolate the facts or meaningful data from the other details (signal detection), supply abstract fabrics representing the text fabric of a reading (schema theory), and cruise the process of reading by solving that process into parts and creating the reader mindful of the way that these parts incorporate (metacognition). the implementation of the story mapping strategy in teaching reading comprehension covered three stages of activities, specifically pre-reading, whilstreading, and post-reading. the pre-reading activity was done to prepare the students’ readiness in learning reading, activate their background knowledge, and muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 16 encourage their motivation to do the class activities. in this phase, there were several activities done by the lecturers and students. the lecturer-researcher started the pre-reading by explaining the teachinglearning objectives to the students. it was intended to give students a picture of what they can get by applying the story mapping strategy for improved reading comprehension. moreover, it improves students’ motivation as the students would be more encouraged to learn if they know their learning objectives (oweis, 2018). then, he activated the students’ prior knowledge by showing some pictures related to the text. pictures were essential for engaging learners’ attention, motivating their prior knowledge, and relating to the text. gay (2013) stated that pictures could motivate the students, make the subject clear, and illustrate the common ideas to practice. after that, she gave some leading questions related to the pictures. pre-reading questions would help students predict the content that would be discussed. siddiek and alfaki (2018) stated that pre-reading questions ought to concentrate on predicting and relating the text to background knowledge. then, bråten, ferguson, anmarkrud, and strømsø (2013) elaborated that pre-reading questions were given to obtain a piece of information central to understanding the text. next, the lecturer asked the learners to guess the topic that will be discussed or brainstorm the topic. the lecturer gave a few minutes to students to say anything they knew about the topic; as the students shared their information about the topic, the teacher jotted down the information on the blackboard. this brainstorming activity helped the students construct what they saw about the topic and prepared them to learn current material. gonzález and deal (2019) stated that brainstorming strategies give a handy framework for acquiring learners’ background knowledge before learning. it is believed that by brainstorming, students with extensive background knowledge share information so that all students begin the study with the familiarity of the topic. the students with little background knowledge build their information through class discussion before encountering the topic. after the students gave and shared information, the teacher introduced the real topic to them. the last activity in this phase was forming groups. the lecturer split the class into several groups; every group consists of 3 or 4 learners with high, moderate, and low ability. with heterogeneous groups, the group members would involve actively and work cooperatively. the high achiever would help the low achiever; on the contrary, the low achiever would learn from the high achiever. each member had a role. olmedo and wilkins (2017) stated that the role had specific attendants, privileges, obligations, responsibilities, and powers. by doing all activities above, the students could know the “big picture” of the text, so that they can decide the topic of the text. it was observed that several learners who can decide the topic of the text increased in cycle 2. this is shown by the progress of the learners’ involvement employing the pre-reading activities from 47% learners in cycle 1 to 67% in cycle 2. during the whilst-reading phase, the learners applied the story mapping steps. some activities were done in this phase. first, the teacher introduced the text/story to be recited and give every learner an empty story map. then he gave a model to recite the text, and the learners paid attention to the lecturer’s reading. by providing a model of how to recite, the students would know the correct celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 17 pronunciation of the words in the text. after that, he requested the learners to recite the text in silence to understand the content text. to reduce the translation during reading, the learners were expected to read contextually and investigate the meaning of unfamiliar words. next, he asked the learners to take note of the title of the tasked text on the story map and also they had to anatomize and take note of the other sections of the story, as well as characters, setting, plot (matter/purpose, affairs/episodes, reserve), and ethical message by sharing with their group, then fill the information on the blank story map. in line with this, hannay (2015) stated that story mapping points learners' concern to pertinent stories utilizing a certain contexture. story map gives a visual-spatial show for key data in narrative text. these maps work to encourage students to recognize story factors and give a chamber for them to take note of this data. after that, the students were asked to find each paragraph's main ideas and supporting ideas (this activity was added in the second cycle). sometimes, the primary idea is said clearly (as in the topic sentences), and on the other hand, it is imperative and has to be decided. duke et al. (2011) stated that seeing how to decide the primary idea of what is recited is fundamental since it assists learners to recognize what is necessary to be known and be remembered. the competence to obtain the primary idea is a guide to sum up more significant text numbers. after they finished the discussion and filled the map, they had to present their work in front of the class, and the other group had to pay concern to their classmates’ presentation. next, the lecturer asked the learners to conduct another assignment rationale to the material with their pairs, and after that, they discussed the correct answer together. in the whilst-reading phase, the students’ involvement increased. in cycle 1, 59% of students participated, but in cycle 2, it grew to 77%. in the post-reading phase, the teacher gave a small quiz to learners to check their understanding of the reading text. the quiz consisted of five questions, and they had to do it individually. the lecturer also gave feedback on students’ performance, asked about their problems related to the previous activity, and reflected on the material they had learned. as wardani (2015) conveyed, the postreading phase is a follow-up of the pre-reading ad whilst-reading phase. the activities on this page motivate learners to use the required information to express their opinions and form ideas. according to silverman, crandell, and carlis (2013), post-reading activities can involve extending knowledge about the topic, retelling, and applying concepts. the students’ participation in post-reading activities also increased. in cycle 1, 69% of students were involved in the activities and increased to 74% in cycle 2. in general, the story map might be utilized before, while, and after reciting a passage. before reading the story maps may be used to obtain background knowledge, simplify the discussion, and take note of pertinent data about a topic. the utilization of story maps while reciting a text gives a clue for readers to take note of meaningful information and review after reading. the learners’ refinement in reading comprehension can be seen from the result of the reading comprehension test. in the precursory research, 29% (4 learners) of the total learners passed the reading comprehension test. the acquired muhammad lukman syafii the implementation of the story mapping strategy to enhance students’ reading comprehension 18 gain score progress to 57 % (8 learners) in cycle 1, and the obtained score in cycle 2 progressed to 78% (11 learners). conclusion the implementation of the story mapping strategy in the reading class was able to improve the learners’ attainment in reading comprehension, mainly in narrative texts. the refinement can be known from the progress of learners’ gains from cycle 1 to cycle 2. the learners’ achievement had rectified highly in cycle 1 from 8 students (57%) of 14 students to 11 students (78%) in cycle 2. besides the score improvement, it was also observed the increase of the learners’ involvement (participation) in the teaching and learning process, proven by the majority of the learners (73%) took part vigorously in the second meeting of cycle 2. in the pre-reading phase, several activities conducted were (1) clarifying the teaching-learning objectives, (2) encouraging the learners’ background knowledge by indicating related images, (3) providing leading questions related to the images, (4) requesting the learners to guess the topic that is going to be shared and acquainting the topic, and (5) splitting the learners into groups. in the whilst-reading stage, the activities were (1) acquainting the text/story to be recited and give every learner with an empty story map, (2) providing a model of the way to recite the text, (3) asking the learners to recite the text and obtain the meaning of unfamiliar words, (4) asking the learners to take note the title of the tasked text on the story map, (5) asking the learners to anatomize and take note the other parts of the story, for instance, characters, setting, plot (matter/purpose, affairs, reserve), and ethical message by sharing with their group, (6) asking the learners to complete the story map with that data, (7) asking the learners to convey their work in front of the class, and (8) asking the learners to conduct another assignment related to material with their pairs. the activities in the post-reading phase were (1) providing a quiz (comprehension questions) to learners personally, (2) providing feedback on their performance, (3) asking the learners relating to problems of the subject, and (4) reflecting. suggestions based on the conclusion above, the investigator proposes the following suggestions. to english lecturers, he suggested the application of the story mapping strategy as a supernumerary strategy in teaching and learning reading comprehension. to anticipate the limitation of the strategy, the lecturers must be well-prepared in terms of the lesson plan and classroom management. 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(2014). simultaneously uncovering the patterns of brain regions involved in different story reading subprocesses. plos one, 9(11), e112575. https://doi.org/10.1371/journal.pone.0112575 celtic celtic: a journal of culture, english language teaching, literature and linguistics celtic: a journal of culture, english language teaching, literature, and linguistics is published biannually every june and december (p-issn: 2356-0401, e-issn: 2621-9158) presenting articles on culture, english language teaching, literature, and linguistics. contents include analysis, studies, application of theories, research reports, material development, and book reviews. celtic was first published in june 2014. chief editor bayu h. wicaksono, m.ed., ph.d., university of muhammadiyah malang editors lazuar azmi zulferdi, m. app.ling., ahmad dahlan university, indonesia sri rejeki murtiningsih, ph.d., university of muhammadiyah yogyakarta, indonesia tono suwartono, ph. d., university of muhammadiyah purwokerto, indonesia dr. moh. hasbullah isnaini, m.pd., university of brawijaya, indonesia puji sumarsono, m.pd. university of muhammadiyah malang, indonesia santi prastiyowati, m.pd. university of muhammadiyah malang, indonesia reviewers willy renandya, ph.d, nanyang technology university, singapore dr. ana belén mansilla pérez, universidad de murcia, spain dr. yudhi arifani, university of muhammadiyah gresik, indonesia dr. ikhsanuddin, tanjung pura university, indonesia healty susantiningdyah, m.appling., university of east kalimantan, indonesia merina devira, m.a., samudera university, indonesia firqo amelia, m.a., abdurrachman saleh university, indonesia saefurrohman, ph.d., university of muhammadiyah purwokerto, indonesia eka listianing rahayu, m. app.ling., state polytechnic of malang, indonesia dr. estu widodo, m.hum., university of muhammadiyah malang, indonesia dr. fardini sabilah, m.pd., university of muhammadiyah malang, indonesia dwi poedjiastutie, m.a., ph. d., university of muhammadiyah malang, indonesia dr. sudiran, m.hum., university of muhammadiyah malang, indonesia rina wahyu setyaningrum, m.ed. university of muhammadiyah malang, indonesia riski lestiono, m.a., university of muhammadiyah malang, indonesia alimin adi waluyo, m. app.ling., university of muhammadiyah malang, indonesia rafika rabba farah, m.ed., university of muhammadiyah malang, indonesia adityo, m.a., university of muhammadiyah malang, indonesia rosalin ismayoung gusdian, m.a., university of muhammadiyah malang, indonesia agista nidya wardani, s.s., s.pd. m.a., university of muhammadiyah malang, indonesia bramy biantoro, m.ed., university of muhammadiyah malang, indonesia managing editors nina inayati, m.ed., university of muhammadiyah malang, indonesia triastama wiraatmaja, m.si. university of muhammadiyah malang, indonesia copy editor masyhud, m. pd., university of muhammadiyah malang, indonesia website & cover designer prihadi dwi nurcahyanto, m.pd. correspondence: address: celtic editorial team, english language education department, faculty of teacher training and education, university of muhammadiyah malang. jl. raya tlogomas no. 246 malang 65144, east java, indonesia. email: celtic@umm.ac.id telephone: +62-341-464318 ext. 121. fax no: +62-341-460435 published and copyright by umm press, malang © 2022 celtic p-issn: 2356-0401 e-issn: 2621-9158 celtic: a journal of culture, english language teaching, literature and linguistics 1 the incorporation of communication skills in public speaking course syllabus at english language education study program luthfia putri utami, siti drivoka sulistyaningrum.….…………………. 1-20 2 exploring the use of drama wayang for esp speaking activities dwi wahyuningtyas, adelia savitri.………………………………………. 21-38 3 efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology arima azwati, slamet setiawan, oikurema purwati…………....……. 39-52 4 improving student’s speaking skills through clil in tourist guding online class novitasari, noverita wahyuningsih, hiqma nur agustina…………. 53-68 5 speaking expression: the sociodrama technique in enhancing students speaking skill rahmiati, iskandar abdul samad…………….……..……………….............. 69-81 6 efl undergraduate students’ online self-regulated learning strategies during covid-19 pandemic genti putri dwi redjeki, astri hapsari……………………………………… 82-96 7 english for academic purposes learners’ need analysis: language difficulties encountered by university students in ethiopia sileshi chemir, tamene kitila…………………………………………………. 97-119 8 english study club: how studens’ mental attributes reflect their motivation siti maria ulfa mattarima, nur afifi, rezki suci qamaria……………. 120-134 9 assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate fania yulistiana, widyastuti……………………………………………… 135-148 celtic volume 9, number 1, pp. 1-148 malang, june 2022 112 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election diah merrita sekolah tinggi bahasa asing lia, indonesia abstract nationalism is a crucial trait a leader must have, especially a leader of a nation. it sticks to the leader as the role model for his nation. this research aims at analyzing a number of propositions in joko widodo’s victory speech as the chosen president during 2019—2024 taken from online news media. proposition analyses are conducted in order to gain a number of macro propositions and nationalism ideology. this research uses proposition theory proposed by teun van dijk (1980) and critical discourse analysis from norman fairclough (1992). the result of this qualitative research reveals 18 macro propositions and six nationalism ideologies such as leadership attitude which prioritizes citizen welfare, reflection as a visionary leader, competitive attitude towards other countries, focus on unity of nation, a leader carrying out improvement in several sectors, and a proud leader towards indonesia. the result also reveals that the prepositions uttered are in line with the nationalism concept proposed by smith (2010), such as self-awareness as a part of a nation, a part of nation development, social and political movements for the sake of nation, and put nation’s necessities as the main attention and promote well-being. keywords: critical discourse analysis; nationalism; proposition abstrak nasionalisme merupakan sikap krusial yang harus dimiliki oleh pemimpin, khususnya pemimpin bangsa. sikap tersebut melekat pada pemimpin sebagai seorang panutan bagi bangsanya. penelitian ini menganalisis sejumlah proposisi dalam teks pidato kemenangan joko widodo sebagai presiden terpilih periode 2019—2024 yang diambil dari portal berita daring. analisis proposisi dilakukan untuk mendapatkan sejumlah proposisi makro dan ideologi nasionalisme. teori proposisi diambil berdasarkan gagasan van dijk (1980) dan teori analisis wacana kritis dari fairclough (1992). hasil penelitian kualitatif ini menunjukkan 18 proposisi makro dan enam nilai ideologi nasionalisme, seperti sikap kepemimpinan yang mengutamakan kepentingan rakyat, cermin diri sebagai pemimpin yang visioner, memiliki jiwa kompetitif dengan negara lain, fokus pada persatuan bangsa, pemimpin yang melakukan peningkatan di beberapa sektor, dan memiliki rasa bangga terhadap bangsa indonesia. hasil penelitian ini juga menunjukkan bahwa proposisi yang dituturkan sejalan dengan konsep nasionalisme yang diprakarsai oleh smith (2010) yaitu kesadaran diri sebagai suatu bangsa, pertumbuhan suatu bangsa, gerakan sosial dan politik atas nama bangsa, dan menempatkan kepentingan bangsa sebagai pusat perhatian dan memajukan kesejahteraan. kata kunci: analisis wacana kritis; nasionalisme; proposisi introduction indonesia has just conducted a democratic party, a presidential election, for 2019—2024 period. from two pairs of candidates, joko widodo and ma’ruf amin were elected to lead indonesia during the next five years. according to the announced result from general elections commission of indonesia (kpu ri, 2019), joko widodo and ma’ruf amin gained the most votes (55.29%) compared to the other candidate. moreover, on july 14, 2019, joko widodo delivered his vision and mission regarding his leadership and ma’ruf amin’s for the next five years which was known as indonesian vision speech. e-issn: 2621-9158 p-issn:2356-0401 *correspondence: diahmer@stbalia.ac.id submitted: 5 may 2021 approved: 21 june 2021 published: 30 june 2021 citation: merrita, d. (2021). nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election. celtic: a journal of culture, english language teaching, literature, & linguistics, 8(1), 112-125. doi: 10.2219/celtic.v8i1.16474 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 113 talking about joko widodo, it is closely related to nationalism values which are understood and perceived as a leader. meanwhile, nationalism is defined as an ideology as nation’s major concern (smith, 2010). therefore, nationalism is a formidable task for indonesia. joko widodo is a leader and a role model in indonesia who must reflect that nationalism attitude. northouse (2019) said that leadership is a process carried out by an individual to influence other individuals to achieve objectives together. that idea was in line with what haq, a.s., indrayani, l.m. & soemantri (2020) said that an individual delivers and implies a feeling and other values through social phenomena to achieve his objectives. the objectives can be achieved by persuading, convincing, influencing or negotiating in social interaction. the speech, entitled indonesian vision uttered by joko widodo, is closely related to the use of language as media discourse. fairclough (1992) said that regarding a discourse term, the use of language is as social practice instead of only individual activities. moreover, critical discourse analysis as one of linguistics disciplines emphasizes power relation and ideology in discourse. van dijk (2000) contended that ideology indirectly appears in text and utterance. therefore, the use of language, text, utterance, verbal interaction, and communication are analyzed under discourse labels. discourse, regarding critical discourse analysis, is seen as a medium for ideology to produce and form. also, it deals with the linguistics characteristics of social relationship, social structures, and power (gowhary et al., 2015). van dijk (wang, 2017) said that ideology has roles in reproducing or as an opponent of dominance, therefore discourse analysis framework is actually an ideology analysis. van dijk (2000) added that ideology is as belief systems shared to a certain group. it is also as purposes and group interests, basic beliefs of a group and its member, the basis of social practice, beliefs shared which are relevant to group characteristics, such as identity, position in society, interest and purpose, and the relation between one group to another group. meanwhile, critical discourse analysis (cda) is an approach that aims to reveal power in the text by analyzing linguistics features. ruth wodak said that cda is also used to analyze dominance structural relation, discrimination, power, and control when they appear in form of language (huckin et al., 2012). by using cda, the ideology in the text is obviously seen. it is in accordance with darani (2014) who argued that the text is not that simple, but it is infiltrated with ideologies and agendas. van dijk (wang, 2017) added that discourse is a social practice and interaction. cda analyzes text in detail to reveal what types of discourse are being portrayed to readers. in addition, eissa (2014) contended that the main concern of critical discourse analysis is to uncover ideologies between the relationship of discursive and social practices. fairclough (1992) in his book discourse and social change argued that discourse is also social practice, so that discourse is representative. to find out why discourse is representative and a part of social practice, he introduced a concept in cda called three-dimensional conception encompassing text, discursive practice, and social practice. meanwhile, smith (2010) said that nationalism refers to three things, they are language and symbol, socio-politic movements, and ideologies of a nation. diah merrita nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election 114 holmes (as cited in merrita, 2013) said that the way an individual uses a language can determine what he concerns about, what point he develops, and how he behaves. previous research aimed at identifying ideologies in a political campaign was conducted by gbadegesin & onanuga (2019). their focus was on the synergetic wielding of ideologies and identities as persuasive strategies by candidates. they identified differences in the transfering ideologies of the two parties using multimodal critical discourse analysis tools. the data were six official campaign videos in nigerian general election which came from people’s democratic party (pdp) and all progressives congress (apc). the results revealed that pdp showed progressivism ideology and two identities such as progressivist and achiever identities. meanwhile, apc showed reformism ideology and rescuer identities. another previous research was from vessey (2021) who examined nationalist language ideologies in tweets during the run-up to the 2019 canadian general election. a corpus used was 123,058 tweets obtained by using a discourse analytic approach. findings revealed that language issues are not the focus of the 2019 election. evidence of different language ideologies also appeared from the data. moreover, van dijk (2000) defined a proposition as a meaning unit which is traditionally defined as meaning expressing complete thought or an idea as something assumed as true or false. proposition, in particular, is expressed in a simple clause such as in women and men are equal. in another definition, a proposition is defined as a composition of predicate and one or more arguments as in beats john, mary. then, van dijk (1980) introduced the terms micro and macro propositions in discourse. the macro proposition is conceptualized as a global proposition and vise versa. he continued that proposition analyses to acquire macro propositions encompass three techniques such as deletion, generalization, and construction. unlike gbadegesin & onanuga (2019) who focused on ideologies and identities as parts of strategies to win the election or vessey (2021) who examined nationalist language identities in tweets in the canadian general election, the scope of this study mainly focuses on how macro propositions are constructed by the relation among propositions, how nationalism ideologies implied in the text can appear using fairclough's critical discourse analysis (1992), and how joko widodo, the elected president of indonesia’s utterances are in line with smith's notion (2010) about nationalism concept. furthermore, this research offers a combination between linguistics and another social concept, nationalism. it also offers that this combination can reveal an elected leader’s nationalism ideology values which become a nation’s major concern (smith, 2010). in short, the research’s focus is on joko widodo’s nationalism ideologies and utterance suitability with the nationalism concept. the objectives are: (1) to find out macro propositions related to joko widodo’s nationalism attitudes, (2) to find out joko widodo’s nationalism ideologies in his victory speech, and (3) to find out propositions showing nationalism attitudes. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 115 method the research employs qualitative research which based on creswell (2013), it is an approach used to explore and comprehend problems related to social problems and it does not examine the relation among variables and is not written in numbers. the data is joko widodo’s victory speech when he was delivering it in sentul on july 14, 2019, as the elected president of indonesia for 2019—2024 entitled indonesian vision. the data were taken from online news media (tribuntimur.com, 2019). the speech was started with greetings and followed by several issues such as management, infrastructure, human resources, and so on. the speech, a written text, is examined by breaking the text down into micro propositions and they are classified into categories based on similar topics. not all joko widodo’s utterances are used since the researcher merely collects propositions that are considered to have nationalism values in each topic of conversation. for that reason, this research leans on the definition of what nationalism is from smith (2010) as an operational definition. van dijk's (1980) notion about proposition theory is used. he introduced the concept of macrorules to obtain macro propositions by applying deletion, generalization, and construction methods. also, this research uses cda proposed by fairclough (1992) to acquire joko widodo’s nationalism ideology values. this is carried out by leaning on the concepts of what ideologies are from van dijk (2000). furthermore, micro propositions which are already classified based on their topic of conversation are identified. it is identified using smith's (2010) notion about nationalism so that this research can find out joko widodo’s utterance suitability towards nationalism concepts. findings macro propositions in accordance with these research objectives, the first step is finding out several micro propositions, they are grouped, and given numbers as code. it is found that there are 18 macro propositions that are relevant to nationalism produced by the relation among propositions. those macro propositions encompass indonesian’s objectives which are going to be achieved, optimistic attitudes that indonesian can be a competitive country, pancasila ideology which must be internalized by all indonesians, indonesian’s identities as a nation that have excellencies in human resources, culture, demography, and how joko widodo represents himself as a leader giving attention to his people such as the absorption of the national budget to them and prioritize pregnancy women’s and children’s health. those macro propositions are presented as follows. table 1. macro propositions proposition code macro propositions 1 indonesia should be a more productive, competitive, and flexible country towards changes. 2 the development of infrastructure will be continued to develop. 3 the health of pregnant women and children is the keys to human resources development. 4 education qualities in vocational school and training are important. 5 the government will support education and self-development for indonesian talents. 6 we have to develop indonesia to be adaptive, productive, innovative, and competitive. 7 state budgets have to be beneficial for citizens. diah merrita nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election 116 8 dreams can merely be achieved if indonesians are united and optimistic. 9 we are a country having excellencies in culture, demography, and human resources. 10 we have to believe that we can be one of the resilient countries. 11 pancasila (indonesian five principles) is the only ideology in which an indonesian has to be a part. 12 we have to be sure that we can be one of the resilient countries in the world. 13 pancasila is our home as a compatriot. 14 we want to be together in a beautiful bhinneka tunggal ika (unity in diversity) and hold on to pancasila. 15 all of us honor personalities, dignities, indonesian democracy to be better, fair, and welfare. 16 the better indonesia is indonesia in which none of the citizens left behind to achieve dreams. 17 indonesia is a country mastering science and technologies, having equality in law, and is able to protect the nation. 18 indonesia is capable only if they are united. nationalism ideologies in accordance with what fairclough said about three-dimensional conception, the first level of analysis in cda is text, followed by discourse practice, and socio-cultural dimension. based on the analysis of micro propositions, it is revealed how joko widodo constructs himself in front of an audience as the following identities. a. a leader prioritizing people’s necessity joko widodo frequently uses the word rakyat (citizen) and it is related to the national budget and indonesia. it can be implied from the following propositions. table 2. a leader prioritizing people’s necessity proposition code propositions 7c every single rupiah from the state budget has to give a contribution to citizens. 7d every rupiah from the state budget has to escalate people’s welfare. 16a the better indonesia is indonesia in which none of the citizens left behind to achieve dreams. 16b a democratic indonesia can be perceived by all citizens. b. a visionary leader for the sake of indonesian’s well-being propositions presented use the word menuju (heading), ke depan (to the future), and modality akan (will) which imply that he shows desire or dreams that will be achieved. the identification is presented in the following table. table 3. a visionary leader for the sake of indonesian’s well-being proposition code propositions 1b heading to a more productive country 1c heading to a competitive country 1d heading to a country having high flexibility towards changes 3b human resources development is the key to future indonesia 15d all of us will bring indonesia to be better, fair, and welfare. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 117 c. a leader improving qualities in several sectors the sectors are infrastructure, human resources, education, and the establishment of a new institution to accommodate people’s talent. the propositions are as follows. table 4. a leader improving qualities in several sectors proposition code propositions 2a the development of infrastructure will be continued to develop 2c we will connect big infrastructures with citizen production areas 3a we will prioritize human resources development 4a education quality will be kept improved 5a we will also develop an indonesian talent management institution d. a competitive leader towards other countries he uses the word kompetitif (competitive), a phrase percaya diri dan berani menghadapi tantangan global (confident and brave facing global challenges), and a phrase menjadi salah satu negara terkuat (becoming one of the resilient countries) which imply his competitive identity. the propositions are presented as follows. table 5. a competitive leader towards other countries proposition code propositions 6g we will keep developing a competitive indonesia 10b we have to be confident and brave facing global challenges 10c we have to be sure that we can be one of the resilient countries e. a leader prioritizing unity in the propositions, he utters bersatu (united), ber-bhinneka tunggal ika (unity in diversity), and persatuan dan kesatuan (unity). it indicates that he also concerns about the unity of a nation. the propositions are as follows. table 6. a leader prioritizing unity proposition code propositions 8a dreams can merely be achieved if we are united 9a we are a bhinneka tunggal ika (unity in diversity) country 11a unity of nation is the major bond in achieving progress f. a leader who is proud of his nation his pride of indonesia is portrayed by the use of negara besar (big country), luar biasa (incredible), menjunjung tinggi (upholding), and menguasai (mastering). this idea is presented in the following propositions. table 7. a leader who is proud of his nation proposition code propositions 8d our country is a big country 9b we have an incredible cultural wealth 15c all of us uphold indonesia’s dignity 17b indonesia masters a world’s class science and technologies diah merrita nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election 118 the data also develop a relation between joko widodo and indonesians through propositions, that is a relation developed by a leader with dreams and vision and mission for the sake of indonesians. he also dominantly constructs propositions into action. this action is what halliday & matthiessen (2004) called material process as cited in nugraha & mahdi (2020). it is a process of doing involving actor and goal. the use of material process and modalities akan (will) and harus (must) interpret a plan and his seriousness towards his vision and mission. in several propositions, he also uses pronoun kita (we) which means effort carried out are not only his work, but also others’ work and plans. meanwhile, the word terus (keep going) indicates that he is showing what he has done and still be continued. the propositions are as follows. (2c) kita akan menyambungkan infrastruktur besar dengan kawasan produksi rakyat (2c) we will connect big infrastructures with citizen production areas (3a) kita akan menyambungkan infrastruktur besar dengan kawasan produksi rakyat (3a) we will connect big infrastructures with citizen production areas (6g) kita harus terus membangun indonesia yang kompetitif (6g) we will keep developing a competitive indonesia with the utterance style which is formal and persuasive, discourse production is developed by emphasizing ideas and dreams to bring indonesia forward. the explanation of plan he carries out is a part of his purposes so that people can recognize his leadership record so far. the discourse is also developed to use conjunctions bahwa (which) and the word ingat (remember) in order to lead opinion to information that already exists. this idea is presented in the following propositions. (8a) saya ingatkan bahwa mimpi-mimpi besar hanya bisa terwujud jika kita bersatu! (8a) i remind you that big dreams can merely be achieved if we are united! (8d) kita harus ingat bahwa negara kita adalah negara besar! (8d) we have to remember that our country is a big country! nationalism smith (2010) revealed that nationalism is a forming process or the growth of a nation, self-awareness as a part of a nation, language and symbol, social and political movements on behalf of a nation, doctrine and/or nation ideology, and ideology placing nation’s necessity as priority. by leaning on those concepts, the researcher finds out some nationalism values implied in joko widodo’s victory speech. those values are as follows. a. a forming process or the growth of a nation propositions uttered by joko widodo reflect one of nationalism concept proposed by smith, that is forming process or the growth of a nation. these propositions using the words menuju (heading), pembangunan sdm (human resources development), and terus membangun (keep developing) show his plan in developing indonesia. (1b) menuju negara yang lebih produktif (1b) heading to a more productive country (3b) pembangunan sdm menjadi kunci indonesia ke depan (3b) human resource development is the key to future indonesia (6g) kita harus terus membangun indonesia yang kompetitif (6g) we have to keep developing a competitive indonesia celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 119 b. self-awareness as a part of a nation as a leader and a part of indonesia, he, several times talks about unity which is reflected in the use of bhinneka tunggal ika (unity in diversity) and pancasila (the indonesian five principles). this is, therefore, in accordance with the nationalism concept above. (9a) kita adalah negara yang ber-bhinneka tunggal ika (9a) we are a country with bhinneka tunggal ika (unity in diversity) (14b) kita ingin bersama dalam bhinneka tunggal ika (14b) we want to be together in bhinneka tunggal ika (11d) pancasila adalah satu-satunya ideologi bangsa (11d) pancasila is the only indonesian’s ideology c. social and political movements on behalf of a nation he also invites people to do social and political movements on behalf of indonesia by emphasizing that pancasila (the indonesian five principles) is indonesians’ home and everyone must internalize bhinneka tunggal ika (unity in diversity). (11b) persatuan dan persaudaraan kita harus terus diperkuat (11b) our unity has to be strengthened (13a) pancasila adalah rumah kita bersama sebagai saudara sebangsa (13a) pancasila is our home as a compatriot (13b) tidak ada toleransi sedikitpun bagi yang mengganggu pancasila! (13b) there is no tolerance for the one disturbing pancasila! (13c) tidak ada lagi orang indonesia yang tidak mau ber-bhinneka tunggal ika! (13c) there is no more indonesian who does not want to be in bhinneka tunggal ika! d. placing nation’s necessity as priority these following propositions show that he puts indonesia as his concern in which the result can be perceived by his people. (7d) setiap rupiah dari apbn harus meningkatkan kesejahteraan masyarakat (7d) every rupiah from state budget has to escalate people’s welfare (16b) indonesia yang demokratis dinikmati oleh seluruh rakyat (16b) a democratic indonesia is perceived by all citizens (18b) ini saatnya memikirkan tentang bangsa kita bersama (18b) this is the time thinking about out nation discussion this discussion of research reveals the research findings, in order to justify three research objectives: (1) to find out macro propositions related to joko widodo’s nationalism attitudes, (2) to find out joko widodo’s nationalism ideologies in his victory speech, and (3) to find out propositions showing nationalism values. this research sees that speech uttered by joko widodo implies messages in a form of discourse as stated by van dijk (1980) that text can lead people to understand the abstract underlying structure of a discourse. also, fairclough (1989) as cited in (gowhary et al., 2015) viewed discourse as a building block. it constructs social identities, knowledge systems, and one’s beliefs. they cited van dijk’s ideas (1988) that discourse is a complex communicative event representing a social situation encompassing participants and their belongings. while, louise ahlstrand (2020) argued that ideology, lying in text and talk, is not always expressed explicitly. diah merrita nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election 120 micro propositions which are grouped into a similar discussion show joko widodo’s concern. his expectation to make indonesia be a better country in infrastructure, human resources, unity, education issues are derived from the relation among propositions so that his main focus can be portrayed. the findings of the research show that there are eighteen macro propositions related to joko widodo’s nationalism attitudes. these results are in line with what was argued by van dijk (1980) that macro propositions can be acquired by applying three concepts of macrorules. therefore, infrastructure, education, unity, indonesia’s strengths, and others are seen as joko widodo’s major concerns. the researcher leans on van dijk’s thoughts about ideologies so that there are clear concepts about them. based on the findings, there are six nationalism ideologies. joko widodo used words to encourage, influence, and convince his people to realize indonesia’s potential aspects. this is the role of a leader to make his people move. this is in line with what northouse (2019) stated that leadership is a process to influence other people to achieve objectives together. van dijk (2000) contended ideologies as purposes and interest, the basis of social practice (chu & huang, 2020), and shared beliefs that indirectly appears in the text. van dijk (2006), cited in gbadegesin & onanuga (2019) added that ideology is reproduced by text and talk and is conceptualized as beliefs and political power. gowhary et al., (2015) also used van dijk’s notion (2004) about ideologies which said that it is a set of belief systems involving an individual’s beliefs, values, goals, and anticipations. as it is written that ideologies are about purposes and interest, joko widodo used dictions that his purposes and interest were about citizen, well-being, competitiveness, confidence, unity, pancasila (indonesian five principles), and bhinneka tunggal ika (unity in diversity). what he was thinking and concern about can be seen in a medium of language due to the fact that thought and language are inseparable (bacon & kaya, 2018). therefore, dictions can bring meaning either implicitly or explicitly. it is supported by katznelson & bernstein (2017) who said that text is connected to each other explicitly and implicitly through the use of particular words, phrases, or structures. also, they said that text emerges in relation to a certain ideological context, even lo bianco (2020) said that words are used to legitimize an activity. for this reason, structures do contribute to how joko widodo is presented. he tends to use the pronoun kita (we) in an active form meaning he brought his people’s dreams. in addition, he also uses verbs such as menuju (heading), meningkatkan (escalating), membangun (developing), and so on as dictions to construct ideologies. this is what van dijk (1998) and bazerman (2009) said cited in idrus et al., (2014) that the use of verbs can lead to a number ideologies. as the basis of social practice, he defines indonesia’s identities as a big country with great cultures. this means that indonesia has exclusive values so that every indonesian is obliged to be proud because nationalism according to bujorean (2015) is an exclusive value a nation has. moreover, he also shared his beliefs by convincing other people that unity makes all the expectations and purposes come true. furthermore, critical discourse analysis as one of the linguistics disciplines, in fact, can be supported with another social theory. it confirms smith's (2010) ideas that nationalism is related to sociopolitical movement and an ideology of a nation which are understood through celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 121 language. fairclough (1995), as cited in khalida et al., (2013), argued that critical discourse analysis as a transdisciplinary approach that functions as a medium between two disciplines leading to a development of both. also, critical discourse analysis is as an approach to identify ideologies (gbadegesin & onanuga, 2019; gowhary et al., 2015; filani, 2020). in addition, fairclough (1995) cited in eissa (2014) stated that cda is an analytical approach to uncover ideologies implied in the discursive practices. critical discourse analysis also sees important elements constructing the text with specific linguistic choices (gowhary et al., 2015). moreover, they argued that the scope of cda is not merely in language structures and text, but also in the study of people. smith (2010) added that nationalism is a process of formation or growth, the consciousness of belonging to the nation, social and political movement on behalf of the nation, and an ideology. as the process of formation or growth, joko widodo stated how crucial development is and how indonesia can be a more productive and competitive country with human resource improvement. he also added his concern that indonesia is a democratic country where its economic aspects are aimed at citizen’s welfare and invited all his people to ponder their country. this leads to how joko widodo sees the identity of indonesia as a country which serves their own citizen for the sake of welfare. in addition to this finding, smith (1994) and gokalp (2004) as cited in gelisli and beisenbayeva (2015) stated that identity is a continuous process of formation. meanwhile, the consciousness of belonging to the nation appeared when he uttered that he and his people hold on to bhinneka tunggal ika (unity in diversity). as a social and political movement on behalf of a nation, he emphasized that his concern is on unity and what indonesians do should be for the sake of indonesian’s welfare. conclusion the researcher gains eighteen macro propositions related to nationalism and six nationalism ideologies, such as: a leader prioritizing people’s necessity, visionary leader for the sake of indonesian’s well-being, a leader improving qualities in several sectors, competitive leader towards other countries, a leader prioritizing unity, and a leader who is proud of his nation. also, the researcher acquires four nationalism attitudes, they are: a forming process or the growth of a nation, self-awareness as a part of a nation, social and political movements on behalf of a nation, and placing nation’s necessity as a priority. further research could investigate how propositions uttered by an elected 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(2017). representations of the chinese communist party’s political ideologies in president xi jinping’s discourse. discourse and society, 28(4), 413–435. https://doi.org/10.1177/0957926516687418 appendix tabel 1. proposisi makro kode proposisi proposisi makro 1 indonesia harus menjadi negara yang lebih produktif, berdaya saing, dan fleksibel terhadap perubahan. 2 pembangunan infrastruktur akan terus dikembangkan. 3 kesehatan ibu hamil dan anak-anak adalah kunci pembangunan sdm. 4 kualitas pendidikan di vocational school dan training penting. 5 pemerintah akan memberikan dukungan pendidikan dan pengembangan diri bagi talenta indonesia. 6 kita harus membangun indonesia menjadi adaptif, produktif, inovatif, dan kompetitif. 7 apbn harus bermanfaat bagi rakyat. 8 mimpi hanya bisa terwujud jika bangsa indonesia bersatu dan optimis. diah merrita nationalism ideology: critical discourse analysis of joko widodo’s speech in indonesian presidential election 124 9 kita adalah negara yang memiliki keunggulan pada budaya, demografi, dan sdm. 10 kita harus yakin bahwa kita bisa menjadi salah satu negara terkuat. 11 pancasila adalah satu-satunya ideologi bangsa yang setiap warga negara harus menjadi bagian darinya. 12 kita harus yakin bahwa kita bisa menjadi salah satu negara terkuat di dunia. 13 pancasila adalah rumah kita bersama sebagai saudara sebangsa. 14 kita ingin bersama dalam bhinneka tunggal ika yang indah dan berideologi pancasila. 15 semua kita menjunjung tinggi kepribadian, martabat, demokrasi indonesia menjadi maju, adil, dan makmur. 16 indonesia maju adalah indonesia yang tidak satu pun rakyatnya tertinggal untuk meraih cita-cita. 17 indonesia adalah negara yang menguasai ipteks, berkedudukan sama dalam hukum, dan mampu mengamankan bangsa. 18 indonesia mampu jika bersatu. tabel 2. pemimpin yang memprioritaskan kepentingan rakyat kode proposisi proposisi 7c setiap rupiah dari apbn harus memberikan manfaat untuk rakyat. 7d setiap rupiah dari apbn harus meningkatkan kesejahteraan masyarakat. 16a indonesia maju adalah indonesia yang tidak satu pun rakyatnya tertinggal untuk meraih cita-cita. 16b indonesia yang demokratis dinikmati oleh seluruh rakyat. tabel 3. seorang pempin yang visioner atas nama kesejahteraan indonesia kode proposisi proposisi 1b menuju negara yang lebih produktif 1c menuju negara yang memiliki daya saing 1d menuju negara yang memiliki fleksibilitas tinggi terhadap perubahan 3b pembangunan sdm menjadi kunci indonesia ke depan. 15d semua kita akan membawa indonesia menjadi indonesia maju, adil, dan makmur. tabel 4. pemimpin yang meningkatkan kualitas di berbagai sektor kode proposisi proposisi 2a pembangunan infrastruktur akan terus kita lanjutkan. 2c kita akan menyambungkan infrastruktur besar dengan kawasan produksi rakyat. 3a kita akan memberikan prioritas pembangunan pada sdm. 4a kualitas pendidikan akan terus kita tingkatkan. 5a kita juga akan membangun lembaga manajemen talenta indonesia. tabel 5. pemimpin yang kompetitif terhadap negara lain kode proposisi proposisi 6g kita harus terus membangun indonesia yang kompetitif. 10b kita harus percaya diri dan berani menghadapi tantangan global. 10c kita harus yakin bahwa kita bisa menjadi salah satu negara terkuat. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 125 tabel 6. pemimpin yang memprioritaskan persatuan kode proposisi proposisi 8a mimpi hanya bisa terwujud jika kita bersatu. 9a kita adalah negara yang ber-bhinneka tunggal ika. 11a persatuan dan kesatuan bangsa adalah pengikat utama dalam meraih kemajuan. tabel 7. pemimpin yang bangga terhadap bangsanya kode proposisi proposisi 8d negara hanya kita adalah negara besar. 9b kita memiliki kekayaan budaya yang luar biasa. 15c semua kita menjunjung tinggi martabat indonesia. 17b indonesia menguasai ilmu pengetahuan dan teknologi kelas dunia. 90 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index pre-service teachers’ perceived readiness in teaching online in international internship program tri yuli ardiyansah* universitas muhammadiyah gresik, indonesia abstract as pre-service teachers, university students in the education faculty are required to take a teaching practice program to deepen their teaching skills.this study focused on finding the pre-service teachers' perceived readiness in teaching online in the international internship program. the writer distributed a survey questionnaire to the pre-service teachers and applied semi-structured interviews to understand the pre-service teachers' perspectives. the finding was described into four indicators: (1) the pre-service teachers were provided with proper equipment and were equipped with good quality of technical skills for teaching online, (2) from the online teaching-learning experiences gained in the university, the pre-service teachers believed that they were confident with their ability for teaching online, (3) regardless some issues in online learning, the pre-service teachers were prepared with some interactive methods to overcome problems that would occur during the process of online learning, and (4) the pre-service teachers committed that they would organize their time management in online learning and provide a meaningful interaction process. the finding concluded that the perceived readiness of preservice teachers in teaching online was considered an essential aspect in the teaching-learning process. despite many obstacles that could probably occur, the pre-service teachers were fully equipped with proper technical tools and strategies to provide interactive online learning activities. keywords: online learning; pre-service teacher; teachers’ perceived readiness abstrak sebagai calon guru, mahasiswa di fakultas pendidikan diwajibkan mengikuti program praktik mengajar untuk memperdalam keterampilan mengajar mereka. tujuan dari penelitian ini adalah untuk mengetahui kesiapan para calon guru dalam melakukan praktik mengajar secara daring dalam program magang internasional. peneliti membagikan kuesioner survei kepada peserta dan menerapkan wawancara semi-terstruktur untuk mendapatkan pemahaman lebih dalam dari perspektif para calon guru. hasil penelitian dapat dijelaskan dalam empat indikator: (1) para calon guru memiliki peralatan teknis yang layak dan mereka juga dibekali dengan keterampilan teknis yang berkualitas untuk mengajar secara daring, (2) dari pengalaman yang diperoleh dalam mengajar secara daring dan pembelajaran daring yang didapat dari universitas, para calon guru percaya bahwa mereka yakin dengan kemampuan mereka untuk mengajar secara daring, (3) terlepas dari beberapa masalah umum dalam pembelajaran daring, para calon guru telah siap dengan berbagai metode interaktif sebagai solusi untuk mengatasi masalah yang akan terjadi selama proses pembelajaran daring, dan (4) calon guru berkomitmen bahwa mereka dapat mengatur manajemen waktu mereka dalam pembelajaran daring dan mampu memberikan proses interaksi yang berkualitas. dapat disimpulkan bahwa kesiapan para calon guru untuk mengajar secara daring merupakan aspek penting dalam proses belajar mengajar. walaupun banyak permasalahan yang mungkin akan muncul selama proses, para calon guru sudah dilengkapi dengan peralatan mengajar secara daring yang layak dan strategi mengajar yang dapat memberikan suasana pembelajaran yang interaktif. kata kunci: calon guru; kesiapan guru; pembelajaran daring e-issn: 2621-9158 p-issn:2356-0401 *correspondence: ardi13@umg.ac.id submitted: 3 may 2021 approved: 27 june 2021 published: 28 june 2021 citation: ardiyansah, t. y. (2021). preservice teachers’ perceived readiness in teaching online in international internship program. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 90-102. doi: 10.22219/celtic.v8i1.16456 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 91 introduction at the university level, students joining the education department are recognized as pre-service teachers. the term refers to the training that students receive during the learning process, which prepares them to become professional teachers in the future. teacher training institutions consider that their students do not know about students and teaching (niemic & ryan, 2009). therefore, one of the essential programs held by the faculty of education is teaching practice. the essence of the program is to deepen students' teaching skills. in this program, pre-service teachers perform supervised teaching at schools. fafunwa (2001) states that a faculty of education should help students grow, develop, and equip them with the necessary skills and professional abilities to become effective teachers. it is hoped that the pre-service teachers can apply the knowledge they have received during the learning process and gain experience in a school environment. due to a lack of experience in teaching, the implementation of teaching practice often gives problems to the pre-service teachers. anxiety is one of the common problems since most pre-service teachers do not have any experience in teaching. agustiana and nurhayati (2019) state that good communication is the initial solution that can be done so that actual teaching activities get better with the anxiety that arises. pre-service teachers must get used to the atmosphere in the classroom and solve any problems during the process. moreover, since the pandemic of covid-19 has forced educators to implement teaching online, it also obligated pre-service teachers to take the teaching practice in an online environment. with this online learning phenomenon, the anxiety level of pre-service teachers has even increased because many of them still lack experience in teaching online. therefore, pre-service teachers must be more ready to implement the teaching practice online. online learning has become very popular, especially since the covid-19 outbreak. this process is implemented to prevent interactions between teachers and students in the classroom. there are several benefits in implementing online learning: it can overcome distance problems and make learning activities more interactive. singh et al. (2005) state that online learning can help students become lifelong learners. learning at home during the covid-19 outbreak is considered the best alternative way to keep the learning process continue effectively. this process can provide several advantages, including minimizing transportation costs and reducing stress by giving interactive online learning methods (purwanto et al., 2020). however, teachers and students must prepare such devices to support this process in carrying out online learning. several types of equipment such as personal computers, smartphones, and internet connections are required to facilitate this process. luaran et al. (2014) state that online learning includes web-based training and computer-based training. online learning uses technology to support the interaction process outside the classroom through devices and internet connections. in the implementation of online learning, teachers are required to have good technical skills so that they will be able to overcome any technical issues. however, some main problems usually occur in online learning, such as the unavailability of devices and internet connection issues. efriana (2021) mentioned that students' issues in online learning are in the form of inactivity in following learning, limited tri yuli ardiyansah pre-service teachers’ perceived readiness in teaching online in international internship program 92 supporting facilities, and internet network access. another problem found by bakalar (2018) stating that the school infrastructure plays an important role in online learning. schools or institutions should provide a way to overcome students' issues in internet connection, especially for students who live in remote areas. this phenomenon leads to the cost of purchasing data packages where most students could not afford that much. by some of the problematic issues in online learning, educators have to struggle more to maintain a high-quality teaching-learning process in an online environment. mercado (2008) explains that online learning programs must include a systematic planning process, designing, and implementing a learning environment easily accessible to students. thus, making online learning requires teachers' perceived readiness in terms of preparation and implementation. in general, teachers' perceived readiness in implementing the teachinglearning process can be described in several ways. mercado (2008) categorizes the readiness aspects of teaching into three parts; (1) pedagogical skills, (2) administrative and organizational skills, and (3) technology and social media skills. in online learning, pre-service teachers' perceived readiness is defined as the degree to which pre-service teachers are ready to implement teaching in an online environment (alem et al., 2016). online learning can be a new challenge for preservice teachers in implementing teaching practices in an online environment. preservice teachers must have technical equipment, technical skills, self-regulated learning strategies, and perception of the learning community (liu, 2019). in addition, pre-service teachers' perceived readiness for teaching online is connected with their skills to use technology for academic purposes. chorrojprasert (2020) reports that the dominant indicators relating to pre-service teachers' readiness include: a positive attitude toward the online learning situation, well-constructed time management and commitment to online learning, and comprehension of the importance and value of learning. thus, pre-service teachers' perceived readiness is essential for better students' learning performance in the teaching practice program. since the covid-19 outbreak, educators have strived to improve their teaching strategies and teaching methods for teaching online. research done by sutarto et al. (2020) revealed that teachers had improved their techniques for online learning, such as (1) giving students interest in online learning, (2) preparing effective material, (3) using interactive learning media, and (4) regularly conducting an evaluation. in this case, the improvement made by educators has practically been exposing pre-service teachers to the use of online learning from the implementation in their courses. the pre-service teachers are also equipped with teaching online experiences, making them imitate their lecturers' teaching strategies and methods for their perceived readiness in teaching practice programs in an online environment. however, this progress does not go along with the support from the institutions. ravanelli et al. (2021) suggest that institutional support is needed in the process of teaching online. the institution should be able to facilitate teachers with a good curriculum and standardized infrastructure for teaching online. it means that institutional support also plays a vital role in strengthening pre-service teachers' perceived readiness for their teaching practice. online learning has had a beneficial impact on educators and institutions in developing the teaching-learning process. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 93 at one of private universities in gresik, the english education department applies for the teaching practice program in two batches: plp 1 and plp 2. besides, the english education department allows pre-service teachers to participate in the international internship program. the program is held by international relation office (iro), collaborating with lpsao 2 (loei primary educational service area office). the essence of the program is to give pre-service teachers an experience to implement teaching practice by teaching english at elementary schools in loei, thailand. the internship program has been running since 2019 and is now in the fourth batch. in general, the pre-service teachers apply for the program by teaching face to face with the students in thailand. however, due to the condition of the covid-19 pandemic in early 2020, the program was transferred online. the first online learning in the international internship program was held for the third batch in may 2020. the result showed that pre-service teachers had problems implementing online learning since it was also the first time they teach online. the majority of students taught by pre-service teachers in the internship program were in remote areas with limited access to internet connection and other technical supports. moreover, the different mother languages made the pre-service teachers difficult in implementing the learning process, especially in explaining the material online. nation (2001) showed that students' first language has an important role in understanding communication context. the students are at ease to understand the context if it is explained using their first language. the writer's previous study showed that the pre-service teachers from the third batch were still not satisfied with online learning in the internship program. the pre-service teachers mostly got problems in the interaction process and technical issues (ardiyansah, 2020). by reviewing the previous obstacles in the third batch, the pre-service teachers need to develop new effective strategies. the perceived readiness of pre-service teachers in implementing teaching online plays an important role in the program's success. some crucial factors such as technical equipment and skills must be prepared and developed carefully. therefore, the focus of this study was to discover the pre-service teachers' perceived readiness in teaching english online in the international internship program. it was hoped that by this study taking place, preservice teachers could understand more about the concept of teaching preparation and overcome various problems in the online teaching-learning process. method in this study, the writer distributed a survey questionnaire as a method of data collection. the survey was used due to its recognition in gaining systematic information from all responders and providing valuable information. the participants of this study were nine students of the english education department from one of private universities in gresik, who join the international internship program (4th batch). the survey was adopted from ucf's center for distributed learning (2018) and distributed to the responders by google form. the interpretation of the result was calculated using a likert rating scale to determine the level of pre-service teachers' perceived readiness. tri yuli ardiyansah pre-service teachers’ perceived readiness in teaching online in international internship program 94 table 1. scales of pre-service teachers' perceived readiness scale range interpretation 1 1.00 – 1.50 extremely disagree 2 1.51 – 2.50 disagree 3 2.51 – 3.50 neutral 4 3.51 – 4.50 agree 5 4.51 – 5.00 extremely agree the result from the survey received from google form was then extracted to csv format on microsoft excel program. to acquire a more profound result and better understanding from the perspective of the pre-service teachers, the writer implemented a semi-structured interview process for all responders through zoom video conference. findings the challenge faced by pre-service teachers to implement teaching practice in an online environment has forced them to be more ready than in the regular classroom environment. some important aspects such as technical equipment, technical skills, teaching strategies, and time management needed to be carefully considered so that the pre-service teachers could provide a meaningful online teaching-learning process and be beneficial for both pre-service teachers and students. based on the data collection, the result of the survey questionnaire can be taken from the below table: table 2. pre-service teachers’ perceived readiness in teaching online indicators weighted mean technical equipment and skills 4.08 (agree) experience with online teaching and learning 3.78 (agree) attitudes and opinions toward online learning 3.71 (agree) time management and time commitment 3.73 (agree) from table 2, the first indicator showed perceived readiness in information technology skills with a weighted mean of 4.08. responders believed they were ready and competent in their technical equipment and skills. the second indicator showed pre-service teachers’ experience in teaching online and online learning with a weighted mean of 3.78. the pre-service teachers responded that they had acquired adequate expertise in online teaching and learning. the third indicator showed preservice teachers’ attitude and opinion toward online learning with a weighted mean of 3.71. most of the responders agreed that they were confident with the online teaching and learning process. the fourth indicator showed time management and time commitment with a weighted mean of 3.73. the responders acknowledged they committed, and they were able to manage time in teaching online. from the result of the data collection, it can be assumed that the pre-service teachers were ready to teach online in the international internship program. the result of the interview explained a deeper understanding of the perspective of pre-service teachers. based on the first indicator, it was found that pre-service teachers were ready in terms of technical equipment and skills. most pre-service teachers responded that they were equipped with proper tools and celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 95 superior technical skills to teach online. some pre-service teachers even bought new devices and used more devices to facilitate the online teaching process. "i bought a new laptop with good quality camera and microphone to facilitate me in the internship program. moreover, since i have been learning online in university, so i am also familiar with the use of online learning platform." "i use two devices; laptop and smartphone. i also have a wi-fi connection at home. i can operate an online learning platform because i am also learning online in university." "i can rate my equipment for teaching online is 75% good. i am also good enough in operating online learning platforms and interactive games for online learning." it can be concluded that the technical system would not be an issue in the teaching online process. besides, the pre-service teachers have joined online classes in the university, making them familiar enough to use online learning platforms. however, the pre-service teachers were still concerned about the technical issues from the students since they have gained references from the previous batch showing that most of the students were located in remote areas with limited internet connection and unavailability devices. therefore, the pre-service teachers were worried that the case would emerge in the process, and most of them were still finding a better solution to prevent it. “my internet connection is not that good but still useful. i am afraid of the problem of internet connection from the students.” “i asked my senior about their internship process in the third batch, and they said there were many problems regarding the internet connection from the students there.” the second indicator designated their experiences in online teaching and learning. some pre-service teachers responded that they have already gained experience teaching online, mainly as a tutor in an english course. therefore, they assumed that their experiences would help them in teaching online in the program. “i have experience teaching online in english course privately for three students.” “i have three months of experience teaching basic speaking online. it is not that hard since i also provide video for flipped classroom method.” “i have experience teaching online for university students. it was an assignment from my lecturer in academic speaking subject.” despite the experiences in teaching online, some pre-service teachers who did not have the experiences were still confident because they were exposed to online learning from the university before joining the internship program. most of them responded that they could reflect what their lecturers have taught them in online learning and use it in teaching online in the internship program. however, despite the perceived readiness to teach online, the pre-service teachers hoped that the institution could teach online training to improve them more about the strategy and technique they could use in the internship program. “i do not have any experience in teaching online, but since the learning activity in my university is online, so i know lots of methods of teaching online, and i can imitate what online activities my lecturers gave me.” "i do not have experience in teaching online. nevertheless, i can reflect on the online learning i received from the university. we hoped that we could get training for the internship program from the institution." the third indicator showed pre-service teachers’ attitudes toward online learning. most of them argued that offline learning was their best preference tri yuli ardiyansah pre-service teachers’ perceived readiness in teaching online in international internship program 96 compared with online learning. they believed that offline learning could help them control the students in the classroom and give them meaningful interaction processes. "i prefer offline learning because i am a talkative person, and i need to be able to control my students in learning activities, and that is not easy if i do it in online learning." “i like offline learning better than online learning because i can provide physical activities.” "offline learning can give meaningful discussion process. i believe it is important to have real interaction with the students. however, in online learning, sometimes the interaction gets stuck due to the internet connection." a contrary result was also found in which some pre-service teachers preferred online learning better than offline learning. “i like online learning because, for me, online learning does not consume much energy, and i can organize my time management better in online learning.” “i like both online and offline learning, but in online learning, i can learn and provide more interactive games for learning activities, and i like learning about technology in teaching.” discussion based on the research findings, it was found that the pre-service teachers were ready for teaching online in the international internship programs. the pre-service teachers' perceived readiness was described into four indicators: (1) technical equipment and skills, (2) experiences in teaching online and online learning, (3) attitudes and opinions toward online learning, and (4) time management and time commitment. further description of the data collection can be seen in the appendix (table 2). the result agrees with a study conducted by dorsah (2021) that preservice teachers are ready to implement online learning. this study found that the level of pre-service teachers' perceived readiness in online learning was high. reflecting on the instructional media, which is considered a central aspect in online learning, teachers must provide proper tools to support them in teaching online and equip themselves with appropriate technical skills. mercado (2008) categorizes the readiness aspects of teaching into three parts; (1) pedagogical skills, (2) administrative and organizational skills, and (3) technology and social media skills. this study showed that pre-service teachers had gained experience in online learning during their learning process in the university. as aisyah and wicaksono (2018) mentioned, one of the indicators of being a professional language teacher was developing the profession continually through reflective actions. it means that the pre-service teachers are already familiar with the process of online learning. therefore, the pre-service teachers were considered aware of their preparation in implementing teaching online and developed answers to online learning difficulties. regardless of whether pre-service teachers were ready to implement teaching online for their teaching practice program, institutions should also support preservice teachers with technical facilities. such support was found unaided to the preservice teachers, but the pre-service teachers initiatively equipped themselves with decent technical infrastructures. issues in internet connection do not concern preservice teachers to provide a meaningful online learning experience. they kept trying to work on the best interactive activities in online learning, such as providing students with video tutoring. suparmi (2016) states that video tutoring had a significant effect on the students' grammar mastery. despite the problems that teachers face in online learning, some advantages emerged, providing teachers to celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 97 manage their time management well and give them meaningful experiences to improve their technical information skills. arkorful and abaido (2014) conclude that online learning has strongly impacted the teaching and learning process. the adaptation in some institutions has improved faculty and learner's access to information and has contributed to a good-quality collaboration among students, which has boosted academic standards. however, researchers also found issues related to the institution's support in the process of online learning. a previous study from saekow and samson (2011) shows that achieving successful high-quality online learning in thailand requires support from both the public and private sectors. the result from saekow and samson (2011) is still in line with the study held by vanpetch and sattayathamrongthian (2020). reflecting on the covid-19 outbreak, vanpetch and sattayathamrongthian (2020) show that students in a remote area with limited access to a good quality of equipment resources or connectivity required high technological component support from the institution. since this program was held in a remote area in thailand, most schools were still not ready with the online learning infrastructures. this phenomenon has forced pre-service teachers to adapt to more variety of problems in teaching online. the finding concluded that pre-service teachers' perceived readiness was considered an essential aspect in the teaching-learning process. in teaching online, technology plays a crucial role as a tool to support the process. luaran et al. (2014) state that online learning includes web-based training and computer-based training. the teachers commonly provide these tools, but the institution can also assist teachers by training for online teaching or providing equipment for the process. bakalar (2018) states that the school infrastructure plays an important role in online learning. however, the main important factor to support the success of the teaching-learning process, both online or offline, depends on the teachers themselves. teachers should survive in any learning conditions and have critical thinking that could lead them to adapt to any change of situation. teachers are required to successfully respond to and deal with any changing demands (collie and martin, 2016). therefore, to stimulate teacher's professional development, preservice teachers are expected to expand their knowledge and improve their teaching skills so that they are always ready to carry out the learning process effectively. conclusion this study concludes that most pre-service teachers joining international internship programs were ready for teaching online. the interpretation of preservice teachers' perceived readiness is described into four indicators: (1) the preservice teachers were provided with proper technical equipment, and they were equipped with good quality of technical skills for teaching online, (2) from the experiences gained in teaching online and online learning from the university, the pre-service believed that they were confident with their ability for teaching online, (3) regardless some common issues in online learning, the pre-service teachers were prepared with some interactive method for a solution to overcome problems that would occur during the process in online learning, and (4) the pre-service teachers committed that they would be able to organize their time management in tri yuli ardiyansah pre-service teachers’ perceived readiness in teaching online in international internship program 98 online learning and provide a meaningful interaction process. despite the high perceived readiness level of pre-service teachers in teaching online in the international internship program, it is recommended that the institutions could provide teaching online training for pre-service teachers. however, teachers need to realize that institution plays as one of supporting roles in the teaching-learning process, in which they are not supposed to rely on every time. therefore, the preservice teachers need to be aware that they must expand their knowledge and improve their teaching skills to be ready to carry out the learning process effectively in any situation. further research with a broader scope and association from other regions is also needed to validate the better result of the study. references agustiana, v., & nurhayati, n. 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(2020). teacher strategies in online learning to increase students’ interest in learning during covid-19 pandemic. jurnal konseling dan pendidikan, 8(3). doi: https://doi.org/10.29210/147800 ucf’s center for distributed learning. (2018). faculty online readiness assessment. http://tamut.edu/training/readiness_assessment.html vanpetch, y. & sattayathamrongthian, m. (2020). the challenge and opportunities of thailand education due to the covid-19 pandemic: a case study of nakhon pathom, thailand. e3s web of conferences 210, 18058. https://doi.org/10.1051/e3sconf/202021018058 appendix table 2. pre-service teachers’ perceived readiness in teaching online indicators extent of perceived readiness technical equipment and skills 1 2 3 4 5 i am equipped with a computer or laptop available to me anywhere. 0 0 0 2 7 0% 0% 0% 22.22% 77.78% i travel with a computer or laptop. 0 0 3 2 4 0% 0% 33.33% 22.22% 44.45% i frequently access and surf the internet for what i need. 0 0 1 4 4 0% 0% 11.12% 44.44% 44.44% i am competent in using e-mail and elearning platforms. 0 0 2 4 3 0% 0% 22.22% 44.45% 33.33% i am skillful in using word technical software. 0 0 0 6 3 0% 0% 0% 66.67% 33.33% i can download online files and can attach files to any online platform. 0 0 1 3 5 0% 0% 11.11% 33.33% 55.56% i am skillful in using computer presentation software. 0 0 0 3 6 0% 0% 0% 33.33% 66.67% i am familiar with blogging system and can create a blog. 1 2 4 2 0 11.11% 22.22% 44.45% 22.22% 0% i am familiar with website system and can create a web site. 1 1 6 1 0 11.11% 11.11% 66.67% 11.11% 0% i am familiar with social media system and can use social networking media. 0 0 1 3 5 0% 0% 11.11% 33.33% 55.56% i am familiar with e-learning management system. 0 0 3 5 1 0% 0% 33.33% 55.56% 11.11% i have experience in using technology to support my offline teaching process. 0 0 0 6 3 0% 0% 0% 66.67% 33.33% weighted mean: 4.08 (agree) https://doi.org/10.29210/147800 http://tamut.edu/training/readiness_assessment.html https://doi.org/10.1051/e3sconf/202021018058 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 101 experience with online teaching and learning 1 2 3 4 5 i have experience in an online course as a student. 0 0 1 4 4 0% 0% 11.12% 44.44% 44.44% i have received training for teaching online. 0 1 2 5 1 0% 11.11% 22.22% 55.56% 11.11% i have used online quizzes or assessments for teaching online. 0 0 2 4 3 0% 0% 22.22% 44.45% 33.33% i have applied online discussion in teaching my classes online. 1 0 3 4 1 11.11% 0% 33.33% 44.45% 11.11% i have used a virtual classroom platform for teaching online. 0 0 0 4 5 0% 0% 0% 44.44% 55.56% i have used a chat platform for teaching online. 0 1 4 1 3 0% 11.11% 44.45% 11.11% 33.33% i have used a publisher website in teaching my classes online. 1 2 3 3 0 11.11% 22.23% 33.33% 33.33% 0% i have used an e-learning platform management system to facilitate my online class. 0 1 3 4 1 0% 11.11% 33.33% 44.45% 11.11% weighted mean: 3.78 (agree) attitudes and opinions toward online learning 1 2 3 4 5 i believe that online learning is as hard as classroom instruction. 0 0 4 4 1 0% 0% 44.44% 44.44% 11.12% i believe that high-quality learning experiences can occur without face-toface interaction. 0 0 5 4 0 0% 0% 55.56% 44.44% 0% i believe that discussion can support as a means of teaching. 0 0 4 3 2 0% 0% 44.45% 33.33% 22.22% i believe that the central means of teaching need interaction and collaborative activity. 0 0 3 3 3 0% 0% 33.33% 33.33% 33.34% i recognize online teaching needs community building. 0 0 1 6 2 0% 0% 11.11% 66.67% 22.22% i encourage students to create activities based on their life experiences. 0 1 1 5 2 0% 11.11% 11.11% 55.56% 22.22% i recognize that lecturing is the best method to bear content in mental discipline. 0 3 1 5 0 0% 33.33% 11.11% 55.56% 0% i am comfortable communicating online and am able to transfer who i am in writing. 0 0 3 6 0 0% 0% 33.33% 66.67% 0% as a critical thinker, i am able to create assignments that encourage critical thinking for my students. 0 1 2 6 0 0% 11.11% 22.22% 66.67% 0% weighted mean: 3.71 (agree) tri yuli ardiyansah pre-service teachers’ perceived readiness in teaching online in international internship program 102 time management and time commitment 1 2 3 4 5 i can log in to and check online courses at least once a day. 0 0 1 6 2 0% 0% 11.11% 66.67% 22.22% i can post onto my online class at least four to six times per week. 0 1 4 4 0 0% 11.12% 44.44% 44.44% 0% i am able to manage my time well for my online class. 0 0 4 4 1 0% 0% 44.44% 44.44% 11.12% i am able to deal with the students’ issues such as due dates, absences, and makeup assignments. 0 1 3 5 0 0% 11.11% 33.33% 55.56% 0% i am practically organized and am able to plan my teaching. 0 0 2 5 2 0% 0% 22.22% 55.56% 22.22% i am responsive to my students, responding to e-learning platforms within two days and assignments within one week. 0 1 2 4 2 0% 11.11% 22.22% 44.45% 22.22% weighted mean: 3.73 (agree) 247 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index developing e-dictionary as an innovative media in covid-19 pandemic fitria nur hamidah*, fadelis sukya, dion yanuarmawan politeknik negeri malang psdku kediri, indonesia abstract developing e-dictionary as an innovative online learning media in covid19 pandemic is a smart option in learning. it was needed to use in teaching english both online and offline. this research aims at explaining the process of electronic dictionary which is produced as a teaching media to increase learning interest and english language skills in quin nabila tutoring institution during covid-19 pandemic. the subjects of this research were english tutors of quin nabila kediri. this research conducted research and development. moreover, observation and interviews are the instruments of this research. furthermore, the results of this research showed that developing e-dictionary gave contributions to teaching english, especially in the use of innovative media in the offline and online learning process during covid-19 pandemic. this institution needed this dictionary in english teaching because the implication of e-dictionary could help the tutors when they taught their students. therefore, the use of electronic dictionary was very useful and helpful for quin nabila tutoring institution in covid-19 pandemic. keywords: covid-19 pandemic; e-dictionary development; innovative learning media abstrak pengembangan kamus elektronik sebagai media pembelajaran inovatif offline dan online di pandemi covid-19 ini dilatarbelakangi oleh pentingnya pengembangan kamus. itu diperlukan menggunakan kamus elektronik dalam pengajaran bahasa inggris baik secara online maupun offline di lbb quin nabila sebagai media pembelajaran yang inovatif yang belum dimiliki berkaitan dengan kebutuhan pengajaran. penelitian ini dimaksudkan untuk menjelaskan proses pembuatan kamus elektronik yang dihasilkan sebagai media pengajaran untuk meningkatkan minat belajar dan kemampuan bahasa inggris siswa di lbb quin nabila di pandemi covid-19. subjek penelitian ini adalah para tutor bahasa inggris di lbb quin nabila kediri. penelitian ini menggunakan jenis penelitian pengembangan. observasi dan wawancara sebagai instrumen pengumpulan data. hasil penelitian ini menunjukan bahwa penelitian ini memberikan kontribusi dalam pengajaran bahasa inggris terutama dalam penggunaan media yang inovatif dalam proses belajar secara offline maupun online di era pandemic covid-19 sekarang ini. lbb ini benar-benar memerlukan kamus ini untuk melakukan proses belajar mengajar bahasa inggris baik pembelajaran offline atau online. implikasinya adalah kamus elektronik ini dapat membantu tutor ketika mereka mengajar siswa mereka terutama dalam belajar keterampilan bahasa inggris. penggunaan kamus elektronik sangat berguna dan membantu untuk lbb quin nabila di pandemi covid-19. kata kunci: media pembelajaran inovatif; pandemi covid-19; pengembangan e-kamus e-issn: 2621-9158 p-issn:2356-0401 *corresponding author: fidahfnh@gmail.com submitted: 10 june 2021 approved: 17 september 2021 published: 28 december 2021 citation: hamidah, f.n., sukya, f., & yanuarmawan, d (2021). developing e-dictionary as an innovative media in covid-19 pandemic. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 247259. doi: 10.22219/celtic.v8i2.16602 fitria nur hamidah, fadelis sukya, dion yanuarmawan developing e-dictionary as an innovative media in covid-19 pandemic 248 introduction english is taught to the students by the english tutors and it is one of the subjects which is given to students who attend and learn in quin nabila tutoring institution. the students who are studying english and practicing communicative speaking skill through learning vocabulary because vocabulary is the basis of learning a language. moreover, it helps them to easily interact with others. teaching and learning activities are communication processes between teachers and students in which the delivery learning material from teachers to students. to bring english into real life situations and to develop communicative competencies, there are several techniques used in communicative language teaching such as using dictionary. kamal (2019) states that it is important to build word-rich environments in which to immerse learners through good model word learning strategies. it is proved that having learners look up words in dictionaries and write the definitions are not effective to increase student’s vocabulary size. the successful indicator of a learning can be seen when students are able to understand and respond to the given stimulus. however, the success does not encounter yet in language learning. it is based on students who have difficulties in understanding the characteristics of the language. the above difficulties can occur because of several factors; including teachers, families and social environments. mukuan (2016) states that the level of succesfull students in learning can also be seen from the method or model applied by the teacher or educator in the classroom. from the factors of the teacher, the incompetence of a learning can be caused by the lack of teacher competence and the lack of media or learning aids. so the use of innovative and creative media is also expected to be able to stimulate learners to be more enthusiastic in the process of language learning (yanti & amalia, 2018). learning media is a tool which is used in the learning process. the goal of learning media is to spark discussion on digital media through technology and digital cultures in education. according to suryani and agung (2012), learning media are materials, tools, or techniques used in teaching and learning activities with the intention of the process of communication interaction between teachers and students appropriately and effectively. the learning media which is used in this learning process is very capable of influencing learning effectiveness. besides, the primary purpose of learning media is to help students to achieve their learning objectives. learning media is helpful specially to achieve the learning goal and it is directly involved in monitoring student learning. the learning process will be more effective if more effective learning media are used. mateer et al. (2020) also state that using media engages students, aids students’ retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. students’ leaning media are affected by their personal motives. according to alhatmi (2019), the learners’ strategic preferences were largely affected by the features they liked for example free dictionaries, user friendly dictionaries and entertaining dictionaries. hence, if they can access features more in learning, they will enjoy more the learning process. on the other hand, limitation of vocabulary media is one of the students’ problems. they commonly access printed dictionaries which is difficult to read and heavy weight to bring. another supporting tool is celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 249 needed to increase students’ english capabilities. development regarding this language dictionary must be application-based; it means that having a special coverage which is found by language learners every day such as vocabularies that can help them to learn. it is as a conservative step in preserving vocabulary. learning english language must have some skills, namely listening, writing, reading, and speaking. ambarwati and mandasari (2020) stated that five components are supported by language elements such as structure or grammar, vocabulary, pronunciation, fluency, and comprehension. the important elements of learning english are pronunciation and vocabulary, and it is a major core in studying a foreign language. according to putri and wahyuni (2019), english language skills generally are divided into two basic skills; receptive skills (listening and reading) and productive skills (speaking and writing). they also add that learners should learn english language basic skills and also the components such as grammar, pronunciation, and vocabulary it means that there are two stages of skills that must be mastered in learning english, namely listening skill, speaking skill, reading skill and writing skill. the four skills are supported by supporting components namely vocabulary, pronunciation and grammar. vocabulary and pronunciation are components that must be learned in order to master the listening skill, speaking skill and reading skills that will affect the ability to write through the grammar. students' understanding of vocabulary is closely related to the ability of students to say vocabulary in english. both components must be studied and understood simultaneously in order to achieve the expected skills properly. the learners will have a difficulty in understanding meaning or in expressing their ideas without having a sufficient vocabulary. understanding of vocabulary and pronunciation is very important because in the process of students’ practice will always apply in daily activities related to english. students will work on the exam questions which are related to vocabulary understanding. besides, the students learn talking or communicating, understanding vocabulary and pronunciation are very important so there is no stuttering and miscommunication. vocabulary and pronunciation are the main thing that is difficult to be learnt and understood by students of quin nabila institution. these difficulties will further make students less interested in learning english which is resulted in students’ inability to understand, learn and communicate in english. covid-19 virus pandemic that occurs has an impact on various sectors, both the world of business and the education sector. paudel (2020) emphasized that covid-19 pandemic has forcefully shifted the mode of teaching and learning from only face to face to online. there are some obligations for social distances, using masks, hand washing and avoiding the crowd encourages teaching and learning processes in schools and tutoring began to switch from face-to-face learning to online learning. in addition, he also added that teachers and students interaction, student-to-student interactions and class dialogues in virtual learning environments create an opportunity for students to give and receive emotional support to one another, which is important for student to deal with the changes of learning situation and atmosphere during the covid-19 pandemic. korkmaz and toraman (cited in paudel, 2020) also revealed that most of the educators experienced some problems during their online learning practices. they expect fitria nur hamidah, fadelis sukya, dion yanuarmawan developing e-dictionary as an innovative media in covid-19 pandemic 250 certain changes in the educational practices in the post covid-19, and they think essential measurement must be taken in education against a potential outbreak in the future. however, there are still teacher guidance that do offline learning. consequently, school management, teachers, students and parents are forced to be able to adjust to these conditions. they begin to realize the importance of digital literacy and electronic learning media, but the learning process still continue even though it was very heavy for school management, teachers, students and parents to do online learning. the shift of teaching and learning to an online delivery mode obliged by covid-19 pandemic has become an integral part of education system. however, the levels and methods of using them with the aim of achieving quality education are varied and depended upon on the various factors associated with information and communication technology (ict) policy and their practices in education even before the closure institution as preventive measure against covid-19 pandemic. in this case, paudel (2020) claims that in order to achieve positive results in incorporation of teaching technology, it is necessary to understand the types of interaction among the teachers, students and technologies. the use of ict has brought a paradigm shift in the relationship between teachers and students. in order to integrated ict in classroom teaching and learning successfully and effectively, teachers’ perspectives on teaching, their ict knowledge and skills, and their teaching methodologies play an influential role. it means that teacher promotes greater independence of learning. teachers use ict to change the way that they interact with the students. besides, paudel (2020) adds that the teachers' role in using ict in language teaching should be for promoting learning outcomes of the learners. in this sense, teachers use ict to enhance their personal work, professional development and for developing and creating new strategies, thinking, reflecting on practice and engaging the students in several meaningful activities and tasks for better learning outcomes. this situation certainly encourages teachers and english tutors to be more creative and innovative in the provision of material and media needs which are related to english language learning that is suitable and easily accessible to students. dore et al., (2019) state that digital media can be used effectively to promote educational aims, especially if media are constructed according to science of learning principles. nowadays, many choices of digital media can be chosen by the teacher or tutor. but they also need electronic media which attaches to the teaching and learning process when it is needed like the electronic dictionary that makes it easier for them to learn online or offline. amirian and heshmatifar (2013) state that electronic dictionary is an electronic aid that offers direct access to the intended information and directly to the target information that the users want to find. the latest technological developments have changed the concept of dictionaries progressively. electronic dictionaries can be found in several forms that include electronic dictionaries in the form of software that can be installed on tablets or computers, smartphone applications, website applications, and with default e-reader functions. golonka et al. (2014) also state that e-dictionary helps students as an individual study tools considering that it is a self-contained program application. in fact, the wealth of information offered by this electronic dictionary creates an electronic dictionary as a reference tool that not only provides celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 251 information in various aspects of vocabulary knowledge but also as a device for language learning. based on the previous study which was done by amirian and heshmatifar (2013), it was found out that electronic dictionaries are indeed a tool to promote efl students’ achievement in vocabulary learning. its ease and fun to use feature were one of the main motivators for students to use e-dictionaries. besides, hartmann and james (cited in ambarwati and mandasari, 2020) stated that a dictionary or other reference work accessible over a computer network such as the internet. students who are learning a language merely need to use their internet-connected devices to access online dictionaries. it signifies that an online dictionary can be a significant instrument for students in studying a foreign language to offer easiness and effectiveness to make students effortlessly when learning the english language learning. therefore, one of the most crucial tools for learning a foreign language is a dictionary. students who desire to learn a foreign language might utilize a variety of dictionaries. one of the tools that can be utilized to learn a foreign language is an online and electronic dictionary. the dictionary is one of the tools that could help students understand the ability to read. learning would be very interesting if students could understand what students read and this happens when the dictionary played an important role as a means to facilitate students in learning. as stated by aminatun and oktaviani (2019), the development of technology provides various learning strategies that are suitable to make students become independent learners. in the era with the rapid growing technology in covid-19 pandemic era, it requires a light and flexible media resource to carry in order to make the learners independent, and the media can be used in online and offline learning. the use of laptops and also smartphones for learning resources for students is very helpful in the learning process. thus, the idea of developing and utilizing technology in learning sources and teaching media in the form of english electronic dictionary application can add the choice of learning media in increasing the students’ mastery of english vocabulary. another reason for the selection of this media is based on the absence of learning sources and electronic media, especially e-dictionary about vocabulary in the teaching and learning process both offline and online in covid-19 pandemic. ambarwati and mandasari (2020) also conducted their research by using descriptive qualitative research about the influence of online cambridge dictionary toward students’ pronunciation and vocabulary mastery, they found that the dictionary had effect to the students and could increase students’ pronunciation and vocabulary. this research is different from the other research on the type of the research. this research does not use descriptive qualitative research. besides, ibnu (2015) conducted her research about developing an electronic dictionary of elements and compounds in chemistry to improve the tenth graders’ pronunciation, she designed the dictionary’s model only for junior high school students. this research is conducted because it has different from the other research which is different from the target of the users. this e-dictionary is not only for junior high school level but also for all of learner levels who learn english. in addition, this e-dictionary has a difference thing from other electronic dictionaries because the form of this dictionary is not only a vocabulary translated fitria nur hamidah, fadelis sukya, dion yanuarmawan developing e-dictionary as an innovative media in covid-19 pandemic 252 in english-indonesia or indonesia-english, but there are vocabulary categories stated in this e-dictionary. method this research used research and development design (r&d). the researchers designed and developed e-dictionary based on borg and gall' (2003) theory. the researchers utilized the database containing vocabulary in english and indonesian also the word’s category. categories in vocabulary was displayed in edictionary. the tutor or instructor only used a dictionary in the form of books when teaching english in tutoring institution. therefore, most likely they needed a dictionary in the form of application that could be used practically when the teaching and learning process in tutoring. the subjects of this research consisted of english tutors in quin nabila tutoring institution kediri. the researchers involved 5 english tutors and students. meanwhile, for expert judgment or validation, this research involved 1 material expert and 1 display design expert. the research was conducted at quin nabila tutoring institution kediri on jalan totok kerot no.03 south pule rt.01 rw.01 pule kandat kediri. the data collection were taken from the observation and interview. the interview was conducted to the owner of quin nabila tutoring institution kediri. in addition, the researchers used assessment rubrics to help experts provide assessment. the validation instrument was a very important part of the development of research instruments. besides, there were some steps in doing this research. the first step was to see the potential and problems which were owned by english tutors in quin nabila tutoring institution especially in english learning. then, data collection was done. product design and design validation were carried out at the next stage by the chairman and member of the researcher. after being validated by experts, the researchers revised design. product trials were also carried out as consideration of the next step. if the testing had been satisfactory, the researchers would get the final product, namely e-language dictionary. the steps of developing e-dictionary was shown in figure 1. figure 1. the steps to develop e-dictionary need analysis material development expert validation try out final product celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 253 findings the development of e-dictionary as the innovation media has been through the stages of need analysis, material development, expert validation, try out and final product. the results achieved at each stage were as follows: need analysis the results of need analysis provided information about the needs were needed by tutors and students in quin nabila teaching guidance on teaching and learning process. the results of need analysis on the english tutors and the students reveal that students were still difficult to understand english vocabulary because the introduction of english vocabulary was carried out in a conventional way. it was translating new english vocabulary by opening a dictionary in the form of books that required long time enough. they needed fun and innovation learning media and students did not feel afraid to use english. in addition, students preferred to translate english in e-dictionary and they wanted to use interesting learning media because they felt relaxed and motivated. they also needed leaning media that could make the material was easier to be understood and remembered by students when tutor explained. material development in the stage of material development, the design of e-dictionary initial design was carried out based on the tutors and students’ need in quin nabila institution. in this stage, the product was produced in the form of learning media, namely the e-dictionary. e-dictionary was in the form of applications that were validated by media experts and material experts for assessments and given suggestions on the validation recapitulation sheet. next, e-dictionary was revised then tried out or trials to the tutors and the students as users. the home performance was showed in figure 2. figure 2. home page of e-dictionary figure 2 shows the home page of e-language dictionary in smartphone. after the users clicked it, the performance would change as figure 3. fitria nur hamidah, fadelis sukya, dion yanuarmawan developing e-dictionary as an innovative media in covid-19 pandemic 254 figure 3. the second home page figure 3 shows the second home page to give greeting to the users when they would like to use this e-dictionary while loading to the next page such figure 4. figure 4. the third home page the last was vocabulary performance after the users typed the words which they searched or translated the word. it appeared the word, the meaning of the word and the word category. it could be seen in figure 5. figure 5. the result of searching word’s performance celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 255 expert validation in the expert validation stage, validation was carried out by one design expert and one material expert. the quantitative score used this table conversion below: table 1. expert validation score no. category percentage 1. very decent 76% 100% 2. decent 51% 75% 3. decent enough 26% 50% 4. not decent 0% -25% the validation score result of design expert could be concluded that the percentage feasibility of 77.08% with a range of 76% -100% was very decent. they gave some suggestions that it was needed to give socialization to other tutoring institutions so they could have some benefits from this e-dictionary. the percentage could be seen from the recapitulation of technological expert validation table below: table 2. design expert validation validator the result score of each indicator the percentage average of technological expert 1 2 3 technological expert 81,25% 75% 75% 77,08% the assessment result of the material expert could be concluded that the percentage of eligibility was 75% so the learning media was in the form of edictionary of english and indonesian vocabulary and there were categories of its word type. this media was worthy to be used in teaching and learning process in tutoring institutions. it could be seen from this table: table 3. material expert validation validator the result score of each indicator the percentage average of material expert 1 2 material expert 68,75% 100% 75% meanwhile, the material experts suggested that it was needed to show that this e-dictionary had differences from other electronic dictionaries. it because this dictionary had specific features, namely indonesian into english, english and indonesian and each word had the explanation of its category. try out in try out stage, the english tutors were asked to read the tutorial how to use e-dictionary. then, the researchers asked the english tutors to practice based on the tutorial that they read. the results of the interview with the director of quin nabila showed that this e-dictionary was very interesting, innovative, fun learning media whether online and offline learning especially in pandemic covid-19. final product the end of the stage was final product. e-dictionary development could be used by the tutors and the students in quin nabila kediri. moreover, the director of quin nabila gave some positive responds in developing this e-dictionary. therefore, fitria nur hamidah, fadelis sukya, dion yanuarmawan developing e-dictionary as an innovative media in covid-19 pandemic 256 e-dictionary had been developed and created based on the researchers’ planning. the name of dictionary was e-language dictionary. discussion educational technology was very needed in covid-19 pandemic. one of the ways to progress it was developing e-dictionary as an innovative learning media in online and offline learning because it was included educational technology development especially in english teaching learning process. according to hanum and suprayekti (2019), educational technology as a scientific discipline contributes to facilitating learning problem solving and can be applied in non-formal education as part of public education. mandasari (cited ambarwati and mandasari, 2020) also stated that utilizing technology in language learning can help students improve their academic performance and help them to focus on the material although it discusses abstract things. e-dictionary which was created by the researchers could facilitate english teaching and learning process in non-formal education, it was quin nabila tutoring institution kediri. besides, the development of e-dictionary was suitable with the learning technology’s purpose. on edictionary media design stage developed based on the analysis of student needs in the english language learning process and it could increase student’s performance in english learning. e-dictionary could be used as a mediator of online and offline learning in covid-19 pandemic especially in quin nabila tutoring institution between the english tutors and the students who did english teaching and learning process. quin nabila tutoring institution could have innovative media in the english learning activities. besides, this electronic dictionary could be as a learning source in english teaching and learning process. the english tutors and the students only opened the application in their mobile phone when they searched the word translation and words category. the learners of quin nabila tutoring institution could use the electronic dictionary when they learned english independently. it was related to the theory of smaldino et al. (2012), media is a mediator or everything which brings all of information from the sources to the learners in order to make communication and study easier. moreover, amirian and heshmatifar (2013) stated that e-dictionary is an electronic assistance tool that offers direct access to the intended information and directly to the target information you want to find. it could be seen that edictionary which was created by the researchers could be as an assistance tool or media when the students and the tutors needed to translate the vocabulary in their teaching and learning process whether online or offline learning activities. in addition, they could know the words categories based on their searching by using this electronic dictionary. they could search the word translation and the word categories directly by using their mobile phone. it could be easier and practice in their english learning. so the electronic dictionary was very useful and helpful for them when they were learning english vocabulary or other english skills in quin nabila tutoring institution. other researches which were done by derakhsan and khatir (2015) about the effect of using game in english vocabulary learning. it showed that the comparison between leaning motivation by using game media and visual media. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 257 they also added that learning media was one of extern factor in learning motivation. sudiran and prasetyowati (2017) also found that media was very useful for english for young learners based on the students’ response. besides, another research by alizadeh (2016) about vocabulary teaching techniques, he stated that english vocabulary could be learned y the students because they needed fun situation in english practice when they learn english vocabulary. those previous researches had similarity and comparison to this research. the similarities were those researches showed that learning media was very useful for the students in english leaning and the comparisons were those researches used learning media by using game and practice in english learning but this research developed learning media by creating e-dictionary to help the tutors and the students of quin nabila tutoring institution in english learning whether it was done in offline or online learning during covid-19 pandemic. the leaning media namely e-dictionary was helpful for quin nabila tutoring institution in kediri. they could use this facility when they learned english. they were not only searched the translation of the word but also, they could find the categories of the words which they searched in that e-dictionary. conclusion e-dictionary could be used for tutors as learning media when they taught the students. in addition, students could use it as an independent learning source in online and offline learning in covid-19 pandemic. it could be used in english teaching learning process so it was very useful especially for quin nabila tutoring institution in kediri. moreover, e-dictionary could be used widely as learning media, not limited to the tutoring institution environment. furthermore, e-dictionary development needed to continue development of vocabulary content amount so the product of the vocabulary in e-dictionary was a more complete supporting media learning media. it also needed to develop and to echo product design so it could be more attractive and accommodate all students’ learning characteristics. references alhatmi, s. 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(2017). the implementation of media in teaching english for young learnes (eyl). celtic: a journal of culture, english language teaching, literature and linguistics, 1(1), 1–15. https://doi.org/https://doi.org/10.22219/celtic.v1i1.4654 suryani, n., & agung, l. s. (2012). strategi belajar mengajar. ombak (ikapi’s member). celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 259 yanti, p.g., & amalia nur., n. (2018). improving the debate ability through inquiry method and audion visual learning media in course of sepaking skill. bahtera: jurnal pendidikan bahasa dan sastra, 17(3), 82–113. https://doi.org/https://doi.org/10.21009/bahtera.172.08 33 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index video-assisted extensive listening program to improve pre-service efl teachers’ listening skills rina astuti purnamaningwulan* universitas sanata dharma, indonesia abstract listening is an essential skill from which learners can acquire a vast amount of language input. pre-service english teachers need to have excellent listening skills as they are demanded to develop meaning through various listening activities to prepare themselves to be qualified efl teachers. a video-assisted extensive listening (el) program was administered to facilitate pre-service efl teachers to improve their listening skills. using a quasi-experimental design, this research aimed to see whether there was a significant difference between the listening skill of pre-service teachers who received a video-assisted el program for one semester and those who received regular instructions. fifty-two pre-service teachers taking the intermediate listening course participated in this study. the participants were randomly assigned to two classes, namely the control group and the experimental group respectively. the quantitative data were collected from both groups' posttest results. an independent sample t-test that was performed to compare the posttest scores of both groups showed a non-significant result (t = 0.757, p >.05). therefore, it can be concluded that the difference in scores between the experimental and the control group was not significant. this adventitious empirical result might have resulted from the swift change to emergency online learning due to the covid-19 pandemic. keywords: extensive listening; listening skills; pre-service teachers; video-assisted extensive listening abstrak keterampilan menyimak memungkinkan siswa untuk menguasai suatu bahasa dengan lebih efektif. tidak terkecuali, calon guru bahasa inggris perlu memiliki keterampilan menyimak yang baik agar mereka dapat senantiasa mengembangkan penguasaan bahasa inggris. program extensive listening (selanjutnya disingkat el) berbasis video diberikan kepada mahasiswa/i calon guru bahasa inggris untuk membantu mereka mengembangkan kemampuan menyimak dalam bahasa inggris. penelitian quasi-experimental ini bertujuan untuk melihat apakah ada perbedaan yang signifikan antara keterampilan menyimak pada para calon guru yang mengalami program el berbasis video selama satu semester dibandingkan dengan mereka yang tidak mengalaminya. ada lima puluh dua orang mahasiswa calon guru bahasa inggris yang berpartisipasi dalam penelitian ini, di mana mereka masuk ke dalam dua kelas yang berbeda. satu kelas merupakan kelas eksperimen, dan kelas yang lainnya merupakan kelas kontrol. data yang dikumpulkan berupa hasil tes sebelum dan sesudah pemberlakuan program el berbasis video dari kedua kelas tersebut. uji independent sample t-test dilakukan untuk membandingkan nilai tes dari kedua kelas, dan hasilnya tidak signifikan (t = 0.757, p > .05). maka, tidak dapat dicapai kesimpulan bahwa perbedaan nilai menyimak antara kedua kelas cukup signifikan. hasil empiris yang diperoleh dari penelitian ini kemungkinan diakibatkan oleh adanya peralihan dari pembelajaran tatap muka ke pembelajaran daring secara darurat karena adanya pandemi covid-19. kata kunci: calon guru; extensive listening; extensive listening berbasis video e-issn: 2621-9158 p-issn:2356-0401 *correspondence: rina.ap@usd.ac.id submitted: 19 may 2021 approved: 21 june 2021 published: 24 june 2021 citation: purnamaningwulan, r. a. (2021). video-assisted extensive listening program to improve pre-service efl teachers’ listening skills. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 33-43. doi: 10.22219/celtic.v8i1.16566 rina astuti purnamaningwulan video-assisted extensive listening program to improve pre-service efl teachers’ listening skills 34 introduction listening to an l2 is a complex mechanism that requires listeners to actively perceive speech sounds, understand vocabulary and grammatical structures, and interpret meaning reflected through the stress and intonation of the utterances (bidabadi & yamat, 2014). all those tasks need to be processed by the listeners at the same time. in authentic situations, for example, in oral communications, listening is performed real-time. listeners have no control over the content and the speed of the utterances they are listening to (renandya & farrell, 2011). this complexity of listening to l2 adds challenges for efl learners to comprehend language input and be successful in actual communications. thus, these facts might be the factors that cause some l2 learners to experience listening anxiety (prastiyowati, 2019). despite its complexity, listening is an essential skill that needs to be mastered by language learners. azizinia, sadeghoghli, and mohebkhah (2017) state that listening is a fundamental skill that contributes significantly to one's language acquisition since it is one of the main sources of l2 input acquisition. as renandya and jacobs (2016) state that input is the main factor in language learning success, the urgency of enhancing efl learners' listening skills becomes more obvious. therefore, efl teachers are urged to help learners develop their listening skills by giving a considerable amount of practice to increase the amount of input they can receive. in the context of the efl teacher preparation program, there are numerous benefits that a pre-service teacher can gain from having a well-developed listening fluency. having excellent listening skills allows one to receive as broad meaningful input as possible. through this, they can explore more authentic use of oral language spoken in different accents, which will improve their overall english competence. in addition, "the more listening skills a teacher gains in his pre-service education, the more he can get the students to learn this skill. in other words, if the teacher possesses effective listening proficiency, his students can develop it correspondingly" (kazu & demiralp, 2017, p.83). these notions confirm the importance of a well-developed listening proficiency for efl pre-service teachers. understanding the significance of training efl pre-service teachers' listening skills, listening classes are mainly provided in teachers' colleges. however, in the context of efl teacher preparation programs, the main focus of listening instructions remains on intensive listening, in which learners are trained formally to be capable of answering comprehension questions (widodo & rozak, 2016). concerning this, pamuji, waring, and kurniawan (2019) argue that this form of listening typically conducted in a limited class duration does not allow learners to receive a sufficient amount of meaningful input or to experience a lot of listening practice. extensive listening (henceforth, el) offers language learners the opportunity to practice listening for pleasure and at the same time to get exposure to comprehensible listening materials (renandya & farrell, 2011). thus, it is believed that the need for pre-service teachers to experience a wide range of oral input can be facilitated through el. el activities encourage learners to listen to multiple listening media to let them receive a plentiful amount of oral input to understand and enjoy. this notion is elucidated by ivone and renandya (2019, p.237), who celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 35 explain el as "a language teaching and learning approach that encourages language learners to be exposed to a large amount of easily comprehensible and enjoyable materials presented in the target language over an extended period." therefore, el is seen as a practical approach that helps efl learners, including pre-service teachers, improve their listening skills, which are best learned through numerous listening practices (gonulal, 2020; renandya & farrell, 2011; vandergrift & goh, 2012). types of extensive listening practically, the activities of el can take several forms. ivone and renandya (2019) propose five types of listening activities that learners can perform during el. the first one is 'listening only,' in which learners simply listen and enjoy aural texts without seeing visuals or reading texts while listening. this may cause listening only to be too demanding for learners in low levels if the texts are not easy. the second activity is 'active listening.' in active listening techniques, learners either read aloud the script while listening or reproduce phrases right after listening to parts of the aural text without looking at the script (yonezawa & ware, 2008) to improve pronunciation. thus, it is recommended that learners listen to texts with native speakers' voices to give them an authentic model of spoken language. the third activity is 'reading while listening.' in this activity, learners can use texts that are available in the form of aural and textual formats, and then they read the script while listening to a passage. the 'reading while listening' activity is believed to help learners concentrate on the listening texts better (renandya, 2012), although some opponents think otherwise. for instance, yeldham (2016) believes that the advantages of reading while listening activities are impermanent and may make learners dependent too much on the written text. the fourth type of el activity is 'listening and viewing,' which is a typical activity performed when watching videos. finally, the fifth and last type of el activity suggested by ivone and renandya (2019) is combined listening, viewing, and reading, which is an extended variation of the listening and viewing activity. this type of activity is recommended for learners at any level since it is proven helpful for comprehending texts better and improving vocabulary. in this research context, the video-assisted el program employed in this study serves as the implementation of the fourth and the fifth type of el activity. previous studies on extensive listening in elt a growing concern on the implementation of el in efl classrooms has been reported in several current studies both in and outside indonesia (alm, 2013; bidabadi & yamat, 2014; chang & millett, 2014; mahmudah, 2014; pamuji et al., 2019; sholihah et al., 2018; takaesu, 2015). particularly in the indonesian context, el has been researched in some studies, one of which is conducted by pamuji et al. (2019). this research investigates student teachers’ experience in practicing videoassisted el for a considerable amount of time and their improvement of l2. it is reported that through el, there is an improvement in student teachers' vocabulary and other language skills. it was also found that the student teachers also experienced pleasure in listening to their choice of topics and resources. rina astuti purnamaningwulan video-assisted extensive listening program to improve pre-service efl teachers’ listening skills 36 examining el from students' perspectives, nugroho's (2020) study looks at eap (english for academic purposes) students' perceptions of el. the study found that most students perceived el positively as they think el contributes to their listening fluency and speaking fluency improvement. in addition, the students admit that being exposed to different english accents is helpful to boost their confidence in speaking. this study also found that eap students become motivated to practice el in the future even when the course program has ended. another study conducted in the indonesian context examines listening fluency improvement after integrating a blended learning strategy that integrates portfolio in el activities (sholihah et al., 2018). the action research result suggests that after implementing two cycles of portfolio-based el activity, students' listening skill improves as indicated in their test results. besides, students responded positively towards the el model. the vast body of literature has suggested that el provides fundamental contributions in enhancing l2 learners' language skills, especially listening skills, besides seen positively by learners. embarking from this belief, this research tries to investigate the contribution of video-assisted el in improving l2 learners' listening skills. furthermore, because there is a deficiency in el research that investigates video-assisted el program implementation with pre-service teachers as the subjects (e.g. widodo & rozak, 2016), this research tries to fill the gap in the literature by investigating the effect of an el program experienced by efl preservice teachers. the research question that this study is trying to answer is "is there any significant difference between the listening skill of pre-service teachers who receive a video-assisted el program for one semester and those who receive regular instructions?" thus, this study hypothesizes that there is a significant difference between the listening skill of pre-service teachers who receive a video-assisted el program for one semester and those who receive regular instructions. method this research adopted a quasi-experimental design since it was impossible to assign participants into groups in a college setting randomly. this is in accordance with what ary, jacobs, sorensen, and razavieh (2010) suggest, that the quasiexperimental research design should be adopted when the researcher cannot randomly assign the participants into treatment groups (p.316). the research procedures include assigning two groups into an experimental group and a control group, respectively. the experimental group was treated with a fourteen-week video-assisted el program. throughout the implementation of this program in the intermediate listening course, the students were given the opportunity to exercise their listening skills facilitated by authentic videos. in this program, students practice listening by viewing at least four authentic videos per week and write weekly listening journals. the videos used in this study were authentic english videos of students' selection, such as news reports, short movies or serials, speeches, talk shows, and other videos produced by educational channels. since el works best when students receive much comprehensible language, the students were suggested to adjust the video material selection to their level of celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 37 ability. therefore, the students were not given any criteria of minimum video duration nor subtitles use. to supplement the video watching activities, the students were also required to write weekly listening journals. in these journals, the students were required to write a short report that contained the video summary and their comments as well as reflections on the video. also, they were encouraged to note down the newlylearned vocabulary obtained from the video. these journals were to be reported by students every week. different from the experimental group, the control group did not experience the el program the same way as the other group did. instead, the control group received standard instruction as written in the course syllabus. the researcher taught both classes who controlled the variations in instruction, lecture material, topic coverage, and tests. settings and participants this study was conducted in a private university in yogyakarta, indonesia, from february to may 2020. since the nature of the setting assigns students to be naturally together in separated classes, it was impossible to select random samples for this study. therefore, the cluster sampling method was used, as also suggested by ary et al. (2010). the sample of this study comprised of fifty-two students studying at the english language education study program (henceforth, elesp). these students belonged to two different intermediate listening courses, which was a compulsory course for second-semester students. at this level, the students' language proficiency was approximately at the b1 level of cefr. by the end of the course, they were expected to have a b2 level of listening proficiency. as all students enrolling in elesp are prepared to be teachers, the participants were addressed as pre-service teachers in this study context. research instruments and data collection techniques the instrument employed in this research was a pre-test and post-test adopted from the cambridge english first 2 book (cambridge english, 2016), which presents authentic examination papers for the cambridge fce (first certificate in english) examination. this test is targeted at level b2 of the cefr (council of europe, 2018). therefore, this test was suitable for assessing the research participants who objected to reaching level b2 of cefr at the end of the intermediate listening course. in addition, the items in this test were in line with the videos used in the el program since the test questions were derived from authentic listening materials, such as daily conversations and monologues. the set of the test consisted of four parts with thirty questions in total. the first and the fourth parts were close-ended questions with multiple choices. the second part was a summary gap-fill exercise, while the third part was a matching exercise. data analysis technique the quantitative data acquired from the pre-test and post-test were in the form of students’ scores ranging from 0-100. therefore, an independent sample ttest was performed to compare the mean pre-test and post-test scores from the two rina astuti purnamaningwulan video-assisted extensive listening program to improve pre-service efl teachers’ listening skills 38 groups. the independent sample t-test is considered the most appropriate analysis technique as “it is used to compare the mean score on some continuous variable, for two different groups of participants” (pallant, 2011, p.239). findings this quasi-experimental study intends to see if there is a significant difference between the listening skill of pre-service teachers who receive a video-assisted el program for one semester and those who do not. to answer the research question, the research participants were required to take a pre-test at the beginning of the program and a post-test at the end of the program. all participants who were preservice teachers in both the experimental group (n=25) and the control group (n=27) were to take these tests. the pre-test taken at the beginning of the semester was also aimed to ensure the homogeneity of participants’ level of listening competence. to ensure the homogeneity of the participants’ listening competence, the mean scores of the pretest from the two groups were compared using an independent sample t-test. the result is presented in the following table. table 1. comparison of the two groups’ pre-test scores groups control experimental t-value p value (2-tailed) pre-test n 27 25 0.998 0.323 m 27.0989 30.5996 sd (13.59) (11.68) from table 1, it can be seen that the mean pre-test score of the control group was 27.1 (sd = 13.59), while the mean pre-test score of the experimental group was 30.6 (sd = 11.68). these pre-test score means were compared using an independent sample t-test. the independent sample t-test result showed no significant difference in scores between the control group and the experimental group’s pre-test scores as the sig. value is p = 0.323, which was far higher than 0.05 (p > .05). in other words, it could be concluded that the participants in both groups had relatively the same level of listening competence before the research was conducted. once the participants’ competence level had been ensured to be homogenous, the study could be continued. the experimental group then received instruction based on the video-assisted el program, while the control group received regular listening instruction as written in the course syllabus. finally, after approximately 14 weeks of implementing the video-assisted el program to the experimental group, an evaluation was conducted on both the control and experimental groups using a posttest. table 2 displays the summary of the scores from both the experimental and the control groups. table 2. descriptive statistics of pre-test and post-test scores of both groups pre-test post-test group n mean sd n mean sd experimental 25 30.5996 11.68546 25 51.8664 22.99596 control 27 27.0989 13.59181 27 46.7281 25.94511 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 39 a descriptive statistics analysis indicated an increase in the mean scores of the experimental group, from 30.6 (sd = 11.685) to 51.86 (sd = 22.996). similarly, the control group also experienced an increase from the pre-test (m = 27.099, sd = 13.59) and the post-test (m = 46.73, sd = 25.945). the descriptive statistics show that the experimental group demonstrated a higher difference score (d = 21.27) than the control group (d = 19.63). despite this finding, inferential statistics needs to be performed to answer whether or not there is a significant difference between the listening skill of students who receive a video-assisted el program for one semester and those who receive regular instructions. next, to test the hypothesis, the post-test scores from both the control and experimental group were compared using an independent sample t-test. this test was performed to prove whether or not there is a significant difference in preservice teachers' listening skills after the implementation of the video-assisted el program. the following table shows the result of the independent sample t-test. table 3. comparison of the two groups’ post-test scores groups control experimental t-value p value (2-tailed) posttest n 27 25 0.757 0.453 m 46.728 51.8664 sd 25.945 22.996 as seen in table 3, the students in the experimental group scored slightly higher than the students in the control group on the listening post-test. however, the independent t-test result showed that this score difference was not large enough to be statistically significant (t = 0.757, p >.05). this result indicated that although the experimental group outperformed the control group in terms of listening skills, their mean score was not significantly different from the control group's mean score. therefore, it can be concluded that the research hypothesis cannot be accepted. discussion the advent of the internet and technology has provided ease for efl learners to access abundant, authentic english listening materials in the form of videos. these authentic materials allow efl learners to gain ample language input to enhance their language proficiency in general and listening skills in particular. besides, authentic materials are believed to bring learners closer to reality since they present real language used in real-world situations (primadona & prastiyowati, 2018). this excellent learning potential allowed by the abundantly available videos on the internet inspired this research. the present quasi-experimental study findings show that both control and experimental groups experienced progress in their listening skills, as indicated by the pre-test and post-test results. in addition, the result of the descriptive statistics suggests that the experimental group gained a slightly higher difference score (d) compared to the control group, which means that the experimental group slightly outperformed the control group in terms of the listening score. however, the difference was not statistically significant, as indicated by the independent sample t-test. in other words, the students who practiced video-assisted el throughout the rina astuti purnamaningwulan video-assisted extensive listening program to improve pre-service efl teachers’ listening skills 40 semester achieved similar improvement to the students who received regular, syllabus-based listening instruction. this study result that contradicts the findings of some previous studies (e.g., le & pham, 2020; metruk, 2018) urges the researcher to do further analysis. the unforeseen shift to the emergency online learning format due to the covid-19 pandemic might have influenced the non-significant contribution of the el program. as mentioned earlier, this research was carried out from february to may 2020. meanwhile, as we are all aware, in mid-march 2020, the covid-19 pandemic struck indonesia, and all forms of learning were shifted to the online mode. the videoassisted el program in this study was no exception. initially, this el program was designed for an offline classroom format where students would have real interactions to report their personal el experiences and results every week. however, the el program might not have been carried out and given an impact optimally to the students because of the abrupt change of situation. the el program that continued to be implemented amid the emergency online learning format might have been one factor that hindered it from contributing significantly to students' listening skill improvement. the initial design of the videoassisted el program required students to take turns to report their el results and experiences either to the class or to peers. however, in the online class, the inability to conduct weekly virtual meetings due to network and funding issues had caused the program to be carried out ineffectively. despite this, in the second half of the semester which was conducted online, the students were still encouraged to perform el practices facilitated with authentic videos and asynchronously write weekly journals. besides, the students were also still required to submit their journaling results twice, i.e., mid-semester and end of the semester. however, it was not easy to ensure students' consistency in practicing el every week. moreover, the synchronous reporting and discussion that should have taken place could not be carried out properly due to the limitations of synchronous interactions in the emergency online learning settings. carter and rice (2020) argued that one of the success factors of online learning is students' self-regulated learning (henceforth srl) ability. this srl is consistently supported in traditional classroom settings, one of which is through teachers' presence and assistance (ley & young, 2001). however, in the emergency online classroom taking place in the early stage of the pandemic, this support might have drastically diminished, which probably contributed to the moderation of students' srl. consequently, the low srl might have impeded students from achieving optimal listening skill improvements. this analysis is in accordance with lem's (2019) and yabukoshi's (2018) research findings, suggesting that students' level of srl is likely to have associations with students' listening proficiency improvement outside the classroom. conclusion this study results indicated no significant difference between the listening skill of pre-service teachers who received a video-assisted el program for one semester and those who received regular instructions. thus, the empirical evidence instigated from this research does not resonate with the existing literature. there could be some factors that cause this research not to achieve the intended result. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 41 one of them is that the teaching and learning process was forcibly shifted to the online mode due to the covid-19 pandemic. this had caused the video-assisted el program to be implemented in a non-ideal situation. the exemplary implementation of the video-assisted el program should provide learners with a series of structured activities, i.e., routine listening practice through viewing authentic videos, writing listening journals, and delivering weekly reports in class. however, the emergency online learning format had limited the overall implementation of the video-assisted el program. the treatment of el in this study context might not have proven to improve students' listening skills significantly due to a number of limitations. however, considering that the typical in-class listening instruction is rooted in intensive listening, which focuses on comprehension check and strategy training (pamuji et al., 2019; renandya & farrell, 2011; widodo & rozak, 2016), it would be reasonably worthy to design and implement an el program that is more relevant and welladjusted to online learning context and necessities. references alm, a. 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(2008). examining extensive listening. jalt 2007 conference proceedings, 1255–1271. 44 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index cyberbullying in movie cyberbully: an analysis from the psychological perspective nine febrie novitasari*, nadya irma aggriny hia universitas abdurachman saleh situbondo, indonesia abstract the development of technology, including internet, has raised the number of cyberbullying. social media is on where cyberbullying commonly occurs as most of its users are teenagers. this current research tried to analyse the phenomena of cyberbullying on a movie entitled cyberbully. this movie is centered to the main character, casey, whose computer got hacked, and she got bullied by an anonymous hacker. the objectives of this research were to find the types of cyberbullying the main character suffered from, and the effects of cyberbullying the main character experienced. the results show the types of cyberbullying appearing in the movie are harassment, denigration, impersonation, outing and trickery, and cyberstalking with the latter dominating. meanwhile, the effects of cyberbullying found were increased emotional distress, lowered self-esteem, isolation and withdrawal, and indulging in harmful habits with isolation withdrawal as the most dominant one. from the results, it can be concluded that how someone’s id, ego, and superego work is related to the defense mechanism performed. in this movie, the main character shows her dominant personality sistem, that is super ego as she made decisions based on morals and judgements about right and wrong, and her decisions were based more on moral values. besides, people who are active in social media can provoke cyberbullying. the effects are very dangerous because they can damage the victim's mentality and even makes the victim a potential perpetrator. this actually is a warning for young people to see. thus, the wise use of social media is advisable. keywords: cyberbullying; movie; psychoanalysis abstrak perkembangan teknologi, termasuk internet, telah meningkatkan jumlah kasus perundungan dunia maya. perundungan dunia maya paling sering ditemukan pada media sosial karena sebagian besar penggunanya adalah remaja. penelitian ini mencoba menganalisis fenomena perundungan dunia maya dalam film berjudul cyberbully. film ini berpusat pada karakter utama, casey, yang komputernya diretas dan dia dirundung oleh peretas anonim. tujuan dari penelitian ini adalh untuk menemukan jenis perundungan dunia maya yang dialami oleh tokoh utama, dan akibat dari perundungan dunia maya yang dialami oleh tokoh utama. hasil penelitian menunjukkan jenis perundungan dunia maya yang muncul dalam film ini meliputi pelecehan, fitnah, peniruan identitas, penyebaran rahasia dan tipu daya, dan penguntitan dunia maya sebagai yang paling dominan. sementara itu, efek perundungan dunia maya yang ditemukan adalah peningkatan tekanan emosional, penurunan harga diri, isolasi dan penarikan diri, dan keterlibatan dalam kebiasaan berbahaya, di mana isolasi dan penarikan diri menjadi efek yang paling dominan. dari hasil penelitian dapat disimpulkan bahwa cara kerja id, ego, dan superego seseorang berkaitan dengan mekanisme pertahanan yang dilakukan. dalam film ini, pemeran utama menunjukkan sistem kepribadiannya yang dominan, yaitu superego yang mengambil keputusan berdasarkan akhlak dan penilaian tentang benar dan salah, dan keputusannya lebih didasarkan pada nilai-nilai moral. selain itu, orang-orang yang aktif di media sosial dapat memancing terjadinya perundungan dunia maya. dampaknya sangat berbahaya karena dapat merusak mental korban bahkan menjadikan korban sebagai calon pelaku. ini sebenarnya adalah peringatan bagi kaum muda untuk melihatnya. oleh karena itu, penggunaan media social secara bijak sangat disarankan. kata kunci: cyberbully; film; psikoanalisis e-issn: 2621-9158 p-issn:2356-0401 *correspondence: ninefebrie@gmail.com submitted: 25 april 2021 approved: 22 june 2021 published: 28 june 2021 citation: novitasari, n. f., & hia, n. i. a. (2021). cyberbullying in movie cyberbully: an analysis from the psychological perspective. celtic: a journal of culture, english language teaching, literature, & linguistics, 8(1), 44-64. doi: 10.22219/celtic.v8i1.16393 mailto:ninefebrie@gmail.com celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 45 introduction the number of internet users worldwide is almost 4.57 billion people. this encompasses 59 percent of the global population (statista, 2020). the highest three countries that rank the list of active digital population are china, india, and the united states of which 4.57 billion is active internet users, 4.2 billion is unique mobile internet users, 3.81 billion is active social media users, and 3.76 billion is active mobile social media users. the number of worldwide internet users in 2019 was 4.13 billion which means that in one year, there is an increase of 0.44 billion users of internet (clement, 2020). based on active internet usage, social media is the most popular online. nearly 60 percent of the world’s population is already online, and the latest trends suggest that more than half of the world’s total population will use social media by the middle of this year (kemp, 2020). this statement is supported by chaffey (2021) stating “53.6% of the world's population uses social media. the average daily usage is 2 hours and 25 minutes”. zamri et al. (2018) define social media as “an online interaction site where people interact to build, share and change their idea and comments regarding any information”. the forms of social media are varied from blogs, discussion boards and chat rooms, e-mail to social networking sites (sns). facebook, twitter, instagram, whatsapp, and snapchat are the top five of sns (gwena et al., 2018). among other sns, facebook has been used by almost three quarters of internet users, and seven in ten of them access the site every day (alhabash & ma, 2017). further, facebook is acknowledged as a modern, leading social network site as its users are wide-spread in all countries (yousif, 2012), and is still the most popular social media in the world with 2.449 billion user accounts (ramadhan, 2020). unfortunately, the high number of internet users particularly sns users is not without negative effects. the rapid development of technology indirectly changes our ways of functioning in society. internet provides us conveniences, but at the same time exposes to and put our life more at risks (li, 2010). experts (farhangpour et al., 2019; mutma, 2019; nurfarhanah et al., 2019; rahayu, 2012) say we cannot deny the fact that the increasing number of internet users also increases the number of cases of harassment in cyberspace which is known as cyberbullying, whereas if we look back a decade ago, cyberbullying did not even exist. now that it has become ubiquitous, cyberbullying shows that the traditional form of bullying can occur in the virtual world. the emergence of cyberbullying, according to roth (2011) implies that there has been a change of interest of the perpetrators of cyberbullying on technology, as they see technology as a means that has power to control others. then, patchin and hinduja (2014) define cyberbullying as “wilful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices”. synthesizing from some definitions as the result of previous studies on cyberbullying, slonje et al.(2012) conclude that “cyberbullying is a systematic abuse of power which occurs through the use of information and communication technologies (icts)”. however, defining cyberbullying cannot be done only by looking at the surface. the nature of bullying needs to be taken into account to give the best definition of cyberbullying. experts, according to olweus (1993), divide the definition of cyberbullying into two classes: the one that involves a power imbalance between the perpetrator and the nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 46 target and the one that involves deliberate intent to hurt others repeatedly over time (slonje et al., 2012). emphasizes the existence of repetition and power imbalance in defining cyberbullying. he states that it is just simply a transformation of traditional bullying into a virtual form. as an addition, he sees the victim as “weak” which could be not only physical weakness but also psychological, and a power imbalance might be caused by rejection/popularity in peer group context. meanwhile, it is difficult to find the similarities between cyberbullying and traditional bullying as the perpetrator has much more chances to hide their identity. the perpetrator of cyberbullying also does not need physical strength. what they need are anonymity and ict skills (chisholm, 2014; patchin & hinduja, 2014; slonje et al., 2012; ybarra & mitchell, 2004). the anonymity allows the meanness of cyberbullying go unchecked (vaillancourt et al., 2017). further, it is easier to the perpetrator to engage in mean behaviours as they cannot see the reaction of the victim (magliano, 2013). this is why cyberbullying is seen to be more perilous than traditional bullying as it can be perpetrated much faster and from a physically distant location. cyberbullying, according to patchin and hinduja (2014) has limitless impacts. such a new kind of virtual bullying has caused a tidal wave of despair. how cyberbullying occurs through varied media in cyberspace has been elaborated by some experts (johnson et al., 2016; li, 2010; patchin & hinduja, 2014; zamri et al., 2018). since most of sns users are teenagers, it is common to find the occurrence of cyberbullying in social media, such as facebook, twitter, and instagram. although sns can give many benefits to their users, it undeniably has “dark side”. further, along with the increasing number of social media users, cyberbullying also occurs on blogs, e-mails, chatrooms, messengers, and text/digital image messaging via mobile devices. the bullying can involve religious, racial, sexual, or cultural bias issues. nancy willard has conducted some research dealing with cyberbullying. her research carefully studied many cases of cyberbullying that covered the causes, the effects, the potential victims, and the patterns how cyberbullying occured. she has conducted research with british, american, and chinese children and teenagers who actively used the internet as the samples. from her research, willard (2007) then divides cyberbullying into some forms: flaming, harassment, cyberstalking, denigration, masquerade, outing and trickery, and exclusion. each type has its own characteristics. a. flaming: sending vulgar and rude messages to a person in private or to an online group. a longer series of such messages is called a “flame war and is usually carried out in chat groups on social media such as sending pictures that are intended to insult the intended person. b. harassment: sending offensive messages to a person repeatedly. harassing messages are generally sent through personal communication channels, including e-mail, instant messaging, and text messaging. c. cyberstalking: harassment that includes threats of harm or is highly intimidating; engaging in other online activities that make a person afraid of his/her safety. d. denigration is done by damaging someone’s reputation or friendship by posting rumours or untrue things about a person. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 47 e. masquerade/impersonation: pretending to be someone else and posting/sending materials that make a person look bad and put him/her in danger. masquerade/impersonation occurs when the cyberbully gains the ability to impersonate the target and post material that reflects badly on the target or interferes with the target’s friendship. this may occur in the target’s personal web page, profile, blog, or through any form of communication. f. outing and trickery: posting or sending materials about a person that contains sensitive, private, or embarrassing information that includes forwarding images or private messages. trickery can also occur as part of outing. an innocent target can be tricked into revealing secrets or embarrassing information and then is shared online. g. exclusion: intentionally and specifically exclude a person from an online group. exclusion is related to the designation of who is a member of the in-group and who is an outcast. as anyone who has been associated with teens knows, the boundaries of who is a member of the in-group and who is designated an outcast can change with mercurial speed. the nature of literature in cyberbullying that is mainly descriptive makes it unable to clearly focus on explaining the causes of cyberbullying (veenstra, 2011). however, studies have signified that the number of cyberbullying cases has increased greatly. the causes are commonly multiple and complex (magliano, 2013). however; it is still clear that the perpetrators do cyberbullying because they have certain motives to do so (nurfarhanah et al., 2019). further, pandie and weismann (2016) describe some potential motives of cyberbullying. a. resentment/revenge basically, cyberbullying is the covert of psychological bullying, so this becomes clear that the motives might be similar to the motives of traditional bullying (smith et al., 2008). gordon (2020) says “when kids have been bullied, they often seek revenge instead of coping with the situation in healthier ways”. they feel justified with the revenge as they have been harassed and want the perpetrator(s) to feel what they have felt. this is supported by a survey conducted by ybarra and mitchell (2004) in which they hypothesized that “some victims of conventional bullying may use the internet to attack others, in a form of compensation or revenge that is less dangerous to them than faceto-face attack”. that is why such victims of traditional bullying have to hide their true identity, either by anonymous attacks or posing as someone else. this also proves that traditional bullies can be cyberbullies in the future. b. motivated offender this motive is based on the routine activity theory proposed by cohen and felson (1979). routine activity theory is generalized pattern of social activities that can trigger a certain situation to occur. this theory claims that a crime occurs because of three aspects: motivated offender, suitable target, and absence of capable guardians. the three must come together. the absence of one of the three can avoid any crime from happening. thus, this implies that the routine activities in daily life done online including work and social media life gives more chances and exposures for criminals to lurk and plan a crime. the perpetrators have many opportunities to cyberbully their victims because nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 48 of the absence of capable guardians, such as police, responsible adults, surveillance cameras, or neighbour watch (arntfield, 2015). c. desire to be respected/ power-hungry cyberbullying can be an indicator of one’s social status. cyberbullies are usually power-hungry. gordon (2020) says “cyberbullies have a range of different motivations, but the general goal is to increase their own power by reducing the power of someone else”. usually the bullies want their victims to react, either negatively or positively. the examples of this group are the popular attractive girls at school who bully the ones they think unattractive or a gang of rich boys who bully the ones they think coke from “poor” families. d. vengeful angel the perpetrators usually commit cyberbullying to protect their friend(s). both boys and girls can be “vengeful angels” by fighting against their bullies. hence, the vengeful angels will not consider themselves bullies as they believe what they do is for the sake of friendship, to protect themselves from the bad people who victimize them. e. mean girls such bullies usually cyberbully others because of some reasons such as to entertain themselves, to gain social status, and to show their jealousy of other people. this kind of cyberbullying motive can occur anywhere. however, the “mean girls” usually need audience(s) as the bystander(s), so they engage others to pass along messages filled with rumours, vote at cyber bashing sites, or other tactics to help spread humiliation (overton, 2013). they want to show that they have power to bully other people. this motive of cyberbullying is the most immature type. f. inadvertent cyberbullies inadvertent cyberbullies are those who do not think before clicking “send” button. they cyberbully without thinking about the impacts, for they do not intend to cause any harm. they usually respond and react to controversial messages or send cyberbullying communications (overton, 2013). even though cyberbullying occurs using electronic means of communication, the effects can be felt in real life. so far, cyberbullying has been correlated to multiple maladaptive outcomes and impacts, whether they are emotional, psychological, or behavioural. the impacts can be so psychologically calamitous and vary from the short-term to the long-term ones, such as the feeling of anger, sadness, and depression patchin and hinduja (2014) damage on victim’s mental health and academic career (myers & cowie, 2019) and psychosocial and emotional imbalance that lead to social anxiety (martínez-monteagudo et al., 2020). these research have shown that the effects of cyberbullying can range from effects on mental health to effects on well-being. considering that cyberbullying can be very devastating. darrin (2017) classifies the effects. she made the classification to ease distinguishing the traits of the sufferers. a. increased emotional distress having to experience cyberbullying can of course increase anger, frustrations, and sadness in the act of its victim. people who suffer from cyberbullying are often not the happy type and in most cases they try to pass their aggressions on little things. usually they find it hard to see why people have a negative celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 49 point of view about them. in the process of trying hard to be the person that is loved by the world they might eventually lose their personal identity. b. lowered self-esteem having a large amount of people who dislike you might trigger a sense of low self-esteem in you. you might feel unloved and feel that there is something other people have but you do not. in most cases, we have seen people suffer from a high rate of low self-esteem because of their experience from cyberbullying which has created more harm than good in the way they see themselves. c. isolation and withdrawal being a victim of cyberbullying might start making you believe that the point of view of people about you are true which can make you feel isolated and start detaching from family and friends. they might start feeling that they are not loved and the little people who try to show them love. the victims of cyberbullying might feel that people only pity them which lead to the feeling of being isolated and often withdrawn w from people around them. d. indulging in harmful habits often times majority of people who have suffered from cyberbullying often result to taking a hard drug to ease their pain and the moment pain from their fans which can be very harmful to their health. sometimes they do crazy stuffs just because they feel sad. some research have shown that bullying mostly occurs among children and adolescent, particularly in school setting (debevec, 2011). much attention has been given to male students who are considered to be more aggressive than female students. however, some other researches have revealed that female students were aggressive in a different manner than their male counterparts for the most part. scholastic parents staff (2020) implies a similar statement that says girls are equally aggressive but are in different methods. the difference of boy and girl’s aggressiveness lies on how they act it. boys show aggressiveness by physical behaviour, such as hitting or kicking, while girls show aggressiveness by more elusive expressions. such expressions shown by girls involve passive aggression, relational aggression, or social aggression, like gossiping or spreading rumours. this explains why the higher frequencies are found on social networking sites and instant messages (gustafsson, 2014). concerning the issue, some works examined whether gender played a role in cyberbullying. they have revealed inconsistent results when involve gender differences in general online use and cyberbullying in particular. the results depend on the study features, such as modality of cyberbullying and region of samples and the methodological issues, such as measurement of cyberbullying behaviours, self-report rather than behavioural data (chisholm, 2014; sun et al., 2016). research focusing on specific types of cyberbullying are rarely conducted, yet we still can find other research that examine the forms of cyberbullying on social media as done by sartana and afriyeni (2017). they reported that cyberbullying (that are mostly on facebook, sms, and instagram) occurs in varied form, ranging from mockery, slander, threat, to gossip. van hee et al. (2018) divide cyberbullying into two types: direct and indirect cyberbullying. direct cyberbullying usually has the victims directly involved (e.g.; excluding the victims from an online group or nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 50 sending the victims files with viruses), while indirect cyberbullying usually occurs without the victims being aware of it (e.g.; spreading gossip, creating a hate speech on social media). almost in all cyberbullying cases, the victims said that the impacts of cyberbullying were much worse than the impacts of traditional bullying. whatever the impact is, research show that any form of cyberbullying always attacks, intimidates, harasses, and embarrasses the victims psychologically even to the level that it cannot be cured and ends in a suicide attempt (cowie, 2013; duverge, 2015; extremera et al., 2018; farhangpour et al., 2019; mirsky & omar, 2015; ortega et al., 2012; and tolia, 2016). even though it is quite tricky to see the thin line between traditional bullying and cyberbullying because of the difficulties in the criteria of repetition and power imbalance, there is a consensus which satisfies the two criteria: an aggressive behaviour. the discussion about both traditional bullying and cyberbullying works under freud’s psychoanalytic theory that guides psychoanalysis. freud divides human’s mind into three parts: conscious, preconscious, and unconscious. the psychoanalytic theory puts a great emphasis on the role of unconscious psychological conflicts in shaping human’s behaviour and personality. psychoanalytic theory has undergone some alterations since freud’s work. in 1923, freud suggested personality theory, a refinement of his original ideas about consciousness and unconsciousness. this is a more structured model of the mind. the theory insinuates that human behaviour is the result of the three component parts of the mind: the id, ego, and superego (mcleod, 2017). “these three personality systems are mutually related and form the totality and behaviour of humans which is nothing but the product of the interaction of the three” (sari et al., 2019). how the three personality sistems relate to each other is described and divided by into three classes: (1) personality system that only seeks pleasure is dominated by the id, (2) the healthy personality sistem is dominated by ego, and (3) guilt-ridden or inferiority complex that is dominated by the superego. however, if the demands of these three elements become too much for the ego to deal with, what may occur is the feeling of anxiety. kelland (2020) explained that anxiety is a signal that there is some approaching danger. he adds that even if the underlying cause begins with the id or superego, only the ego that can experience anxiety. freud (in prastiyowati, 2019) defines anxiety as unpleasant feeling associated with experience, physiology, and behaviours. to reduce the tension of anxiety, humans do a system called defense mechanism. defense mechanism are psychological strategies used unconsciously to protect a person from anxiety that arises from unacceptable thoughts or feelings (mcleod, 2017). freud (1966) developed and elaborated the ideas on the types of defense mechanism. in her book, she divides defense mechanism into ten types: denial, displacement, repression and suppression, sublimation, projection, intellectualization, rationalization, regression, reaction formation, and isolation. we can find the examples of studies on human’ personalities through literary works under the psychoanalysis approach. psychoanalysis is one of literary criticisms that concern with human’s behaviour (sirly & novitasari, 2017). besides, garuba (2020) argues that “psychoanalysis critical method by which characters’ dispositions can be analysed in relation to motivating factors or influences”. “psychoanalysis started from the medical profession and spread in other fields of celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 51 study and finally permeated literary studies as one of the different approaches to literature” (hossain, 2017). even though psychoanalysis has been one of the most debatable critical approaches to literature and is the least welcomed by the readers, the approach has become one of the mechanisms to discover of a literary text’s hidden meaning. in addition to that, psychoanalysis also helps the readers explore the instinctive combination of a writer’s personality. a literary work usually reflects author's own neuroses that convey his/her hidden unconscious desires and anxieties. one form of literary works that is often used as a research object is movie. this research analysed the types and the effects of cyberbullying in movie cyberbully. the story was centred to casey, a school girl who liked using social media and was active on twitter, blog, facebook, snapchat, and skype. casey was forced by a computer hacker to do his bidding, and if she refused, the hacker would reveal a compromise of her photo to the public. the hacker activated a screamer on her computer, caught her off guard, took control of the webcam, and started to communicate with casey in a computer-generated voice. the hacker then revealed a series of nude photographs that casey took of herself and threated to post them online. several studies on cyberbullying, particularly on how they relate to psychological aspects, have been conducted by accomodating some different theories. baker and tanrikulu (2010) examined cyberbullying experienced by turkish secondary school children related to their age and gender, and what depressive symptoms shown both by the bully and the victim. their quantitative research used the cyber bullying scale and the children’s depression inventory as the research instruments. pandie and weismann (2016) conducted a research on cyberbullying with the same concern with baker and tanrikulu’s; that was to analyse the impacts of cyberbullying on both the bully and the victim. the research was conducted by means of a survey to measure the correlated variables. quite similar to pandjie and weissman, peled (2019) also used survey method to analyse the influence of cyberbullying on undergraduate students’ academic, social, and emotional development. in addition to that, movie cyberbully was used as the source of the data, for it has a different storyline from other movies on cyberbullying. different from other movies studied (hapsari, 2016; panjaitan, 2020), the perpetrator in movie cyberbully is anonymous. the audiences should be able to guess how casey, the main character, is related to other characters. the movie brilliantly leads the audiences’ mind to read who the actual bully in the movie is. the open ending leaves the audiences analyzing the reasons why the cyberbulling occurs and how it affects the characters in the movie. as the number of the internet users is increasing, it is important that they be mindful of the wise use of social media. despite its many benefits, social media can have negative impacts if not used properly. teenagers, as the most users of social media, have a higher chance to become both the prepetrators and the victims of cyberbullying. this is because they are physically and emotionally developing. besides, socializing with people virtually can lead to cyberbullying because people tend to show their characteristics that are different from their characteristics in the real life. nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 52 considering the issues mentioned previously, this research tried to study the types and the impacts of cyberbullying on its victims. taking into account the results of the previous studies, this paper presents how cyberbullying stands under the umbrella of psychoanalysis. the main character’ behaviors and the movie screenwriter’s personality were analysed to discover the character’ psychological condition. method the data in this descriptive qualitative research are in the form of utterances and behaviours indicating the types and effects of cyberbullying experienced by casey, the main character. data collection was done by watching the movie and noting down the utterances indicating cyberbullying involving casey as the victim and screen capturing the scenes depicting the impacts of cyberbullying on casey. to analyse the types of cyberbullying, the researcher used the theory proposed by willard (2007) while to analyse the effects, the researcher used darrin's 2017) theory. since this research uses psychoanalysis theory as its underlying approach, the data were validated using theory triangulation. what is meant by theory triangulation is where the final result (information) of qualitative research is compared with relevant theoretical perspectives to avoid biasing individual researchers on the findings or conclusions drawn (turner & turner, 2009). here, the data were compared with other theoretical perspectives to create the final judgement on the main character’s psychological condition. findings after watching the movie, the types of cyberbullying found in the movie were harassment, denigration, impersonation, outing and trickery, and cyberstalking. the most dominant type of cyberbullying that appears is cyberstalking (10 times). flaming and exclusion did not occur in the movie. meanwhile, the effects found were increased emotional distress, lowered self-esteem, isolation and withdrawal, and indulging in harmful habits with isolation withdrawal as the most dominant effect that appears. table 1 shows the frequency of the types and effects of cyberbullying involving casey, the main character found in the movie. table 1. results no type frequency effect of cyberbullying lowered self esteem increased emotional distress isolation withdrawal indulging harmful habit 1. harassment 2 2 2. denigration 2 1 1 3. impersonation 1 1 4. outing and trikery 4 1 3 5. cyber stalking 10 2 5 3 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 53 harrasment datum: “you’re stupid, ugly bitch” context of situation : the hacker sent a rude message to casey. the hacker was angry because casey pilled out the anti-depressant pills she had consumed. casey consumed anti-depressant pills as she felt unloved and thought that she did not have what others had. the utterances “you’re stupid, ugly bitch” was said by the anonimous hacker to casey through a personal communication channel. here we can see that “stupid” and “ugly bitch” are negative words that are used to insult others. insulting others using bad words is included into harassment. the message the hacker sent made casey feel lowered self –esteem even more. here casey spilled out the pills to show her reaction against the hacker. this behavior was shown because her superego drove her mind to start showing her resistance. casey had thought of neglecting her id (that strived her to get free as soon as possible). to protect herself from the anxiety she had fought, casey calmly went to the bathroom, took a towel, went back to her bedroom, and cleaned her vomit on the carpet. this form of defense mechanism was called displacement. denigration datum: “i guess it’s no surprise casey jacobs is on antidepressant. i spent one night with her and it f***** deppresed me.” contex of situation : the utterance is nathan’s status on twitter. megan noticed nathan’s status for casey on skype. nathan was casey ex-boyfriend. he hated casey for breaking up with him, so he mocked casey on his status. this action is a form of cyberbullying. nathan did bullying to casey by sending a status on his twitter. he did it on purpose to intimidate casey in social media. this kind of cyberbullying is called denigration. this is a denigration because nathan mocked casey’s ugliness on internet by saying “i spent one night with her and it f***** depressed me”. he damaged her reputation. the effect of this cyberbullying is lowered self-esteem. casey felt unloved, sad, and embarrassed to see nathan’s status. to tweet revenge nathan, casey asked her friend, alex to hack nathan’s account. this shows that casey’s id controlled her unconsious mind. casey’s intention to ask her tech savvy friend, implies that she could use her power to something less powerful (nathan). impersonation datum : casey : “i know you’re not alex, so you can stop now.” hacker: “if you want to hack someone, who would you pretend to be?” context of situation : the hacker pretended to be alex and sent a message to casey on twitter. casey wrote a message to the hacker who pretended to be alex, casey’s nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 54 classmate. the utterance “i know you’re not alex, so you can stop now” was uttered by casey because casey knew he was not alex. alex could not possibly know about the funny english teacher in the class. therefore, the hacker pretended to be alex and sent a message to casey so that she replied nathan’s status and the hacker said, “if you want to hack someone, who would you pretend to be ?”. the hacker made casey confused. this type of cyberbullying is impersonation. it happened when someone pretends to be someone else. in this case, the hacker pretended to be alex by using alex’s photo on his twitter account. from the case, it made casey angry and sad. meanwhile, feelings of anger and sadness is one of criteria of the effects of cyberbullying, that is increased emotional distress. the conversation made casey more furious, knowing that she could not guess who the hacker was. she typed with rude language, forcing the hacker to reveal his/her identity. this was when her id conquered her unconscious mind. what casey only waned was to reveal the identity of the hacker and stop the bully she got. outing and trikery datum : hacker : “we’re going to need some more photographs.” casey : “leave megan out of this.” hacker : “take one pill, or it gets tweeted, from your account! time’s up! context of situation : the hacker sent a nude photo of megan from casey’s twitter account. the hacker persuaded casey to get more photos of megan and threatened casey to take the medicine, but casey was silent. therefore, the hacker immediately spread megan’s naked photo on twitter using casey’s twitter account. this is an example of outing and trikery because the hacker tried to persuade casey to get someone else’s personal photos and spreading them. hence, casey felt angry and sad. meanwhile, feeling angry and sad is one criteria of increased emotional distress. anger and sadness can be seen in casey’s expression when the hacker spread megan’s naked photo. casey who remained silent was a form of defense mechanism she did to show that she almost gave up confronting with the hacker. she did this in hope that the hacker would stop the torture. this form of defense mechanism is called identification with agressor. her id was slowly neglected, and replaced with the ego. cyberstalking datum: “sit down” “put the phone down casey” “omg! not out there!!” context of situation : the hacker intimidated casey using a webcam on casey’s laptop. he ordered casey to sit down. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 55 the utterances were messages from a hacker who intimidated casey. he knew what casey did in her room through webcam on casey’s laptop. he asked casey to sit down and put the phone down. casey looked out of the window from which the hacker said “omg! not out there!” then casey looked at the webcam on her laptop. casey was shocked, confused, and scared. from this case, what the hacker ordered casey to do scared and intimidated her. thus, this case belongs to cyberstalking. the effect of this cyberbullying is isolation withdrawal because it made casey scared, isolated, and detached from her family and friends. this part was the first scene when casey knew her computer was being hacked. she was still analyzing what had happened. she tried to shut the computer down to stop the threat immediately. this is one form of how her id worked. shutting down the computer was thought to be effective to stop the stressor, as casey thought it was simply a random prankster. there are many cases of cyberbullying on the internet, especially in this era when social media such as twitter, facebook, and instagram are widely used. in this case, casey became a victim of cyberbullying on the internet precisely on twitter. a hacker hacked casey's laptop. based on the result of the research, the researcher found five types of cyberbullying and four types of effects of cyberbullying. the dominant type of cyberbullying is cyberstalking. it was indicated by the hackers who repeatedly sent dangerous threats or intimidating messages using electronic communication media that create harmful effects on other person. in this case, the hacker hacked some twitter accounts to intimidate casey. he threatened casey by spreading her naked photos online. the hacker said that he would spread those photos if casey refused what the hacker asked. he asked for three things: first, casey had to confess that she was a bully, second, casey should admit that she killed jennifer li, and third, casey had to make amends. less frequently types of cyber bullying found is impersonation which is indicated by someone who is pretending to be someone else and sending messages or bad statuses online. in this case, the hacker only pretended to be someone else at the beginning of the story. he pretended to be casey's friend named alex. he wanted casey to reply his ex-boyfriend’s bad words. the hacker helped casey hack her exboyfrined, nathan's account. other types of cyberbullying found in this research were harassment, denigration, outing and trickery. harassment is indicated by repeated, ongoing sending of offensive messages to an individual target. denigration is indicated by mocking someone's ugliness on the internet with the intention of damaging someone’s reputation. in this case, nathan mocked casey on his twitter status. outing and trickery is indicated by spreading other people's secrets, or personal photos of other people and persuading someone else to get a secret or personal photo of that person. in this case, the hacker persuaded casey to say casey had more naked photos of megan and the hacker would try to spread the photos on the internet. then, the effect of cyberbullying mostly experienced by casey is increased emotional distress because casey felt anger, frustration, and sadness because of the hacker’s act. in this case, casey was a character who felt a lot of anger, frustration, and sadness because the hacker always threatened casey to follow all his requests, nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 56 which made casey depressed in that situation. casey often shouted and cried because of this. further, another effect of cyberbullying experienced by casey is indulging harmful habit. here casey actually did not want to take any medicine, she was only forced by the hacker so that casey took anti-depressant medication to excess. other effects of cyber bullying found in this research were lowered self-esteem and isolation withdrawal. lowered self-esteem was also experienced by casey. she felt unloved, sad, and embarrassed because the hacker knew casey had a secret video of his friend. casey also felt isolation withdrawal because she experienced fear. in this case, casey was scared because the hacker threatened to spread her naked photos which made her scared. casey did not want her family and friends to know about this. hence, she shut herself up in his room at that time. discussion at first, we the viewers might feel pity on casey for being bullied by her ex boyfriend who posted negative statement about her on his twitter account. here we could see that a social media network like twittter can be used as a means to cyberbully others. this is in line with what (johnson et al., 2016), (li, 2010), (patchin & hinduja, 2014), and (zamri et al., 2018) say about how cyberbully occurs on social network. the existence of advanced technology, as explained by roth (2011) has changed some people’s point of view as they think technology has a power to control others. this is what really influential dealing with why cyberbullying occurs. people’s inability to use techmology wisely, and the chance to be anonymous on social media allow such people, the perpetrators to harras others. besides, we can also see from this movie that the causes of cyberbullying is quite difficult to explain because of its nature veenstra (2011). the causes why casey was cyberbullied were quite unclear because until the end of the movie, we are not told about the real identity of the hacker. the audiences are not given explicitly the particular reasons why the hacker hacked casey’s laptop and cyberbullied her. however, some scenes indicate that resentment is one of the causes. the bully showed some past videos of people taking suicide because of things casey did to them. they were the victims of bullying casey did to them previously. the hacker who bullied casey, might be the vengeful angel who wanted to take a revenge to casey. this was done as they wanted to protect themselves. casey herself, who was once a bully according to the hacker, did not realize that her past deeds led her to becoming a victim of cyberbully. however, these theories cannot be considered true since the identity of the hacker was not revealed until the movie ends. casey’s victims, who were all female students, is also one interesting topic to be discussed. some literatures correlate online behavior and gender. they say that girls tend to engage in passive aggression, relational aggression, or social aggression that extends into their online behavior, such as excluding someone from a social network and spreading rumors (simmons, 2003); (underwood, 2003). here, we may analyze that the hacker was also a female, and she wanted to take a revenge to casey by acting as a vengeful angel. the effects, though, are so clear. from the data analysis, it was found out that the effect of cyberbullying mostly experienced by casey is increased emotional celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 57 distress as she felt anger, frustration, and sadness. as mentioned by darrin (2017) people who suffer from increased emotional distress are often not the happy type, and in most cases they try to pass their aggressions on little things. in the movie we can see that casey passed her aggresion on her father by yelling at him and trying break her computer. by doing such things, cyberbully victims hopes their suffering can be reduced, and the psychological impacts on themselves can be lowered. eventhough the effects of cyberbulyying are less harmful than bullying occuring inperson, still, we cannot neglect them since the case of cybersuicide is mushrooming. how the victims of cyberbullying feel about the harrasment has shifted. they are now more in control. however, this can be a doubled-edge sword. the more ignorant the victims of cyberbullying feel, the higher possibilities they become bullies in the future. confining to be filmed in casey’s bedroom for the entire piece, ben chanan and david lobatto, the screenwriters of this movie succesfully bring up the audiences to a form of thrilling situation. the plot is immensely intense, complicated, and somewhat thought provoking. casey’s reactions which were shown by how she reacted to the hacker, slowly open up the causes of the cyberbullying she thinks she is experiencing. ben chanan and david lobatto managed to make a plot twist in this film by creating a strong paradox in which the audiences become aware of the fact that casey, the character they have supported emotionally from the beginning, can be said to be the same as the bully. casey arguably was as guilty as her bully. to give the sense of authenticity, ben chanan consulted his daughter and maisie williams, who plays the role as casey to read the movie script, remove, and straighten out anything that felt fake (jones, 2015). his fatherly concern on online bullying made him turn the real-life stories about cyberbully into a script. here, having david lobatto as his co-writer, ben chanan tries to show very human stories in the process. besides telling the very true life fact that people out there will react negatively to material on the internet, this movie also shows a very true warning about the phenomenon of cyberbullying. the movie shooting process that took place in complete real time shows how quick things could happen. the movie starts with a casual scene where casey was skyping with her best friend. however, the scripts slowly shows casey’s mood crashes. her good mood is ruined, knowing that her ex boyfriend, nathan tweeted bad things about her. referring to the theory on psychoanalysis by freud (in feist & feist, 2008), casey’s id started to drive her instinctive, unconscious mind to take a revenge to nathan. she thinks it is the only way she can take him down. however, in only an hour of screen time, the plot ignites an impressive amount on tension. opened from the perspective of web-cams and pop-up screens, casey had been experiencing many emotional disruption. the music she could not control, the laptop she could not shut down, and even the constant “boing” and “bleep” sounds of instant messages and notifications were enough to drive her crazy. the sine-wave displayed on casey’s computer screen that depicted the anonymous hacker made casey guess who the real hacker was. having being confronted with an anonymous hacker who claimed him/herself as a vengeful angel, casey had to suffer psychologically. knowing that the hacker showed that she had committed many sins by bullying some people in her past, casey started to feel anxious. until the end of the movie, the audiences nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 58 could see that casey was experiencing three kinds of anxiety: realistic anxiety, neurotic anxiety, and moralictis anxiety freud (in feist & feist, 2008). casey’s behaviors when experiencing the anxiety, and how she reacted and responded as a form of defense mechanism are clearly shown in the movie. the fear casey felt by not knowing who the hacker was was a form of realistic anxiety. this kind of anxiety is typically related to something unpleasant that occurs. casey started to feel in danger. someone out there was threating her, making her feel uneasy and think what she had done to deserve the threat. casey felt nervous. she was experiencing neurotic anxiety. even though such a feeling is in ego, it is rooted in the impuls of id. then, the hacker deliberately attacked casey by showing her the pictures and videos prooving that casey was a bully. because of this, casey who was at first thought that she was the cyberbullying victim, felt hit so hard. a guilt started to creep in her mind. as moralitic anxiety is derived from the conflict between the ego and the superego, it can arise as a result of failure to prove consistently with what is morally right. the guilt made casey’s comfort life turn upside down in a very short time. what she thought was right at the beginning, turned out to be a counter attack to her. because of an excessive fear or anxiety, sometimes the ego is forced to take extreme measures to eliminate or reduce the tension. this is called defense mechanism (suryabrata, 2012). to protect herself from feelings of anxiety and guilts, casey showed some forms of defense mechanism, such as denial and displacement. the examples of denial she did were screaming and yelling at the laptop, saying that her friends would know that she would not betray them. she tried to persuade herself that her bestfriends would not badmouth nor post bad things online about her like what the hacker said. another example is when the hacker showed her the videos of some girls who were being ridiculed by casey o the internet. she thought it was a normal thing as everyone does that, too. she actually started to feel guilty after watching the videos but kept denying it by saying that the girls she ridiculed were bulies at school. casey showed some forms of displacement. knowing that she was the cause of some cyber suicide, casey poured her anger and unacceptable thought on her father. this is in line with what freud (in mcleod, 2017) defines about displacement. according to freud, “if a situation is just too much to handle, the person may respond by refusing to perceive it or by denying that it exist.” however, at the end, casey decided to end her confrontation against the hacker by shutting her computer down. casey’s id strived her to escape from the hacker, but her conscience and ideal ego forced her to do the opposite. deciding to escape from the hacker meant that she had to see her friends and family’s life being hacked, too. her superego finally helped her win the war against the hacker. as explained by freud (in feist & feist, 2008), superego develops based on morals and judgments about right and wrong. casey’s decision to ignore the hacker and shut her computer down was done based on moral values. casey realized that the hacker cannot control her life. even though she has been told that she was actually a bully to others, she did not want to sacrifice her precious family and friends to one anonymous hacker. from the previous discussion, it can be deduced that id, ego, and superego is related to each other and quite impossible to disconnect their effects to human’s behavior. in the cyberbullying case, it can be seen how id strived the person (casey) celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 59 to reach her need, but then due to the bullying, the ego started to control her mind to save herself. however, the superego finally worked as a bridge between the id and the ego as it concerns more on logic and morality. to protect herself from certain thoughts or feelings related to internal conflicts and outer stressors, casey showed some defense mechanism. this shows that casey is a normal human whose unconscious mind is more vulnerable to negatively charged emotional input, such as that pertaining to anxiety and sadness (bowins, 2021). having been cornered by the hacker made casey’s maturing process grow quickly. the abusive messages, the accuses of being a bully, and the threat to kill her lighted up the changes taking place in casey's characteristics. these changes affected how casey displayed her defense mechanism. even if casey’s behaviors in dealing with the hacker are predictable, it is quite surprising that at the end she chose to end the war by shutting down her computer and ignoring the hacker instead of keeping on trying to figure out who the hacker really was. in relation to the topic of bullying, there have been some research conducted to study cyberbullying with different variables. baker and tanrikulu (2010) conducted a research and the result reveals that there is a momentous relation effect between age and gender on cyberbullying experiences; however, it has nothing to do with becoming a cyber-victim. then, a research conducted by pandie and weismann(2016) disclosed that the higher the perpetrator's reactive behaviour is, the higher the victim's reactive behaviour will be, and the lower the reactive behaviour of the perpetrator is, the lower the reactive behaviour of cyberbullying victims will be. the last one, peled (2019) analysed the influence of cyberbullying on undergraduate students’ academic, social, and emotional development, and found out that gender, religion, and sexual preferences have significant influences on the victim’s academic, social, and emotional development. there is a thin line that connects the result of the previous research and the result of this research. the perpetrator’s behavior affect the victim’s behavior. the more provoking the behavior of the perpetrator is, the worse reaction given by the victim is. the internet cruelly, indirectly gives anyone the same, unlimited chance to be a bully to others, despite their different gender, academic background, or emotional development. giving bad comments, hate speeches, and any abusive messages to strangers has been considered normal by most teenagers as social media users. it is also interesting to see that sending abusive mesaages can give the senders a little excitement, even if it is temporary. sadly, on the contrary, once these people become the victims, we can se that humans are so vulnerable against the internet. this can be a warning for young people to see. conclusion how someone’s id, ego, and superego work is related to the defense mechanism performed. in this movie, the main character (casey) could wisely decide how to escape from the hacker without sacrificing her family and friend’s life. casey often compromised satisfaction to avoid negative consequences by neglecting the id (her need to be free from the hacker as soon as possible), and ego (sacrificing her family and friends’ happiness). furthermore, close to the end of the movie, casey also often chose to avoid confrontation of any kind with the hacker. this shows her dominant personality sistem, that is superego. she made decisions based on morals nine febrie novitasari, nadya irma aggriny hia cyberbullying in movie cyberbully: an analysis from the pscyhological perspectives. 60 and judgements about right and wrong, and her decisions were based more on moral values. cyberbully is a movie with psychological aspect. this is proven by the psychological disruption experienced by the casey. casey’s behaviors that changed quite fast indicated that she experienced some pressure that led to the display of some forms of defense mechanism. here, ben chanan and david lobatto wanted to show the sigificant point when the main character, got the conflict between her id, ego, and superego to prove her loyalty to her family and friends. in addition, it can be concluded that people who are active in social media can provoke cyberbullying. therefore, it is very important to use 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(2018). a review on social media usage among students. konvensyen kebangsaan pemimpin pelajar. authors index anam, syafi’ul 235 indriani, ketut santi 190 arifani, yudi 260 mistar, junaidi 206 diana, laksmi 140 nafisah, yulia dian 206 dewi, lilis kartika 260 putri, rosevinda nabila 164 fitria, tira nur 152 purwati, oikurema 235 hidayah, putri nur 177 sukya, fadelis 247 hamidah, fitria nur 247 saraswati, nurul annisa 235 haryadi, anton ikhsanudin izzah, navisatul 206 219 140 sulistyaningrum, siti drivoka widiastuti, ni made ayu yanuarman, dion 164 190 247 subject index a autonomous learning 235, 239, 244 authenticity 207, 208, 209, 210, 212, 214, 2015 c cellular phones 260 customer complaints 177 d diversity 208, 209, 210, 211, 213 e educational technology 256 english as a foreign language 235 l learning achievement 190, 191, 195, 202, 203 learning motivation 235, 242 m marked code 177, 178, 181, 182, 183, 185, 186 material development 252, 253 mobile-assisted language learning (mall) 235, 237, 239, 243, 244, 262 mobile application 237, 238 mobile internet 207 moodle 190, 191, 192, 194, 195, 197, 198 n need analysis 252, 253 o online learning 190, 198, 200, 202 online activities 226, 229 p perceptions of assessment questionnaire (spaq) 208, 209 politeness strategies 177, 181 politeness principles 177, 179, 181, 184, 186 s schools’ plan 223, 224 social media 260, 261, 262, 263, 264, 265, 266, 269, 270 stimulus 248 students’ attitudes 190, 191, 193, 194, 195, 197 t teachers' insight 267 teachers’ readiness 223, 225, 229, 231 transparency 208, 209, 210, 211, 214 try out 252, 253, 255 y young learners 235, 237, 238, 239, 244 call for paper celtic: a journal of culture, english language teaching, literature, & linguistics is a peer reviewed academic journal managed by the english language education department, faculty of teacher training and education, university of muhammadiyah malang. it is published twice a year, in june and december. we welcome articles in the form of research reports or library research on english language teaching, literature, linguistics, and culture. generally, all manuscript received between december-may are allocated for june edition, while those received between june-november are for december edition. issn 2356-0401 (print), 2621-9158 (online); the article submission and publication are free of charge. celtic has been indexed in doaj, sinta (sinta 3), google scholar, base, crossref, garuda, dimension, road, and harvard library. check our author guide for details on how to submit. author guidelines i. author guide authors are required to submit their manuscripts electronically by using celtic online submission and review website. new authors are required to register first before they can send their manuscript at http://ejournal.umm.ac.id/index.php/celtic/user/register. existing authors can upload their manuscript after logging in to the website. any questions related to online submission can be emailed to celtic@umm.ac.id. submission of a manuscript implies that the paper is the author(s)’ own work which has not been previously published, nor is it under consideration for publication elsewhere and that if accepted, it will not be published elsewhere either in english or in other languages. to verify originality, your article may be checked using the originality detection service turnitin. authors are encouraged to carefully consider the list and order of authorship before submitting their manuscript. addition, deletion or rearrangement of authorship should be made only before the manuscript is accepted—such a request will not be processed after the work is accepted for publication. the request should be made in written and emailed to celtic@umm.ac.id. authors are required to acknowledge the financial support received for conducting the research and to briefly describe the roles of the sponsors, if any, in the study. see ‘template’ for the funding acknowledgment information. as a peer-reviewed academic journal, celtic requires its authors to strongly uphold academic ethics when conducting and reporting their research for publication. for further information about our template click the ‘article template’ in the right side pane. mailto:celtic@umm.ac.id mailto:celtic@umm.ac.id ii. manuscript preparation guidelines general format the manuscript should be between 5000 – 10000 words, typed in ms word .doc format, single spaced and single column, using 12 point cambria font, on a4-size paper with the margin: 4 centimeters (top), and 3 centimeters (bottom, right, left), given bottom-center page number. a one-paragraph abstract (100 – 200 words) should be included. the manuscript should be uploaded to celtic system and arranged in celtic standard format; title, authors, address and email, abstract, keywords, introduction, findings, discussion, conclusion, and references. manuscript title the title should accurately describe the content (maximum 14 words, center alignment, all capital, bold, cambria 14, single space). authors the manuscript has the main author and, if any, co-authors with the full name of the author and co-authors (no abbreviation, no title), includes affiliation of each author and email address(es) clearly. denote the corresponding author clearly by giving star(*) right after the name. abstracts the abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. the abstract should be 100 to 200 words in length. abbreviations should be avoided and no literature should be cited. abstract is provided in english and indonesian languages. keywords the keywords should avoid general, plural terms and multiple concepts. do not use words or terms in the title as keywords. these keywords will be used for indexing purposes. keywords should be 3-5 words or phrases arranged in alphabetical order. keywords are written right after abstract and are provided in english and indonesian languages. introduction the introduction should provide a clear background, a clear statement of the problem, the relevant literature on the subject, proposed approach or solution, and clearly present the novelty of research or the latest innovation. it should be understandable to colleagues from a broad range of scientific disciplines. method this section describes the way the research was conducted. this should include (1) research design; 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which will be deleted upon review process and publication) abstract abstract is approximately 100-200 words and written in single space. make sure to include your research aims, methods, findings and implications of the study. keywords: 3—5 keywords; cambria 10; italic; alphabetically arranged abstrak provide a translation of abstract in indonesian language. (overseas authors may opt to leave this blank and leave it to the journal manager) kata kunci: 3—5 kata; cetak miring; disusun alfabetis introduction the manuscript should be between 5000 – 10.000 words, typed in ms word .doc format, single-spaced, including references and appendices. indent the first lines of all the paragraphs by 1 cm and do not leave a space between paragraphs. use a4 paper, margins 3 cm, cambria 12 font. present a comprehensive background of the study, followed by current and update literature review. minimum 2 research papers from previous celtic journal publication must be cited either in this section or in discussion section. end this section by highlighting the novelty of the study, clearly stating the specific aims of the study, including the literature gap and the significance of the study. e-issn: 2621-9158 p-issn:2356-0401 *correspondence: corresponding author email submitted: 3 april 2021 approved: 3 april 2021 published: 3 april 2021 citation: inayati, n. (2021). the template of celtic journal 2021. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 1-21. doi: 10.22219/celtic.v9i1. xxxx instead of inserting figures or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. method subheading level 1 subheading level 2 findings subheading level 1(research question #1) subheading level 2 subheading level 1(research question #2) subheading level 2 table 1. table format table head table column head table column subhead subhead subhead copy more table copya a. sample of a table footnote. (table footnote) figure 1. example of image information discussion please refer to the author guideline in celtic website for the detail of the contents of each sections. conclusion acknowledgment if any, indicate sources of funding or significant assistance received in carrying out the study and/or preparing the manuscript before the references. references use apa style 7th edition for in-text citations (author, year) and the reference list. if there are “direct quotes, then provide the page number” (author, 2021, p. 24). if you are citing more than one reference, put them in alphabetical order (alpha, 2020; beta, 2021). secondary citations are limited to two (2). do not use footnotes. every in-text citation must correspond to an entry in the reference list and vice-versa. celtic strongly recommends using the latest version of mendeley referencing manager. minimum 20 references are required with 80% taken from current (within 10 year) research papers and from reliable research papers (e.g. scopus indexed or sinta 3 and above). please also note to cite and quote relevant papers in the previous celtic publications available in the ‘archive’ section of celtic website http://ejournal.umm.ac.id/index.php/celtic/index references (examples) ansori, m. (2019). this is an example of a reference taken from an online journal paper: always include the doi. celtic: a journal of culture, english language teaching, literature, & linguistics, 6(2), 1-13. https://doi.org/10.20961/ijpte.v2i1.18254 american psychological association. (2021). this is an example of a reference taken from a website. retrieved from http://apa.org/ethics/code/index.aspx brown, a. j. (2019, october 21). this is an example of a reference taken from a periodical such as online newspaper. time. retrieved from http://www.time.com/article/0,8599,00.html creswell, j. (2020). this is an example of a reference taken from a book (4th ed.). boston: pearson education inc. appendix (if any) http://ejournal.umm.ac.id/index.php/celtic/index https://doi.org/10.20961/ijpte.v2i1.18254 http://www.time.com/article/0,8599,00.html 177 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index the use of un/marked code to show politeness among multilingual customers putri nur hidayah* universitas negeri surabaya, indonesia abstract the use of un/marked codes in expressing dissatisfaction has become a typical case among indonesian multilingual customers which show various ways to convey dissatisfaction. this study applies theories of politeness strategy, politeness principles, and three types of complaining responses. these theories are applied to analyse marked and unmarked complaints in indonesian and english. it attempts to show how customers express their complaints by using specific codes implying im/politeness, finding the underlying reasons by choosing certain codes, and categorizing the complaints based on three types of complaining responses. the data is taken from observation in a japanese restaurant in form of conversation, both in indonesian and english. the results show that the unmarked complaints are attempted to get a response and the marked complaints to exclude the waitress. the unmarked and marked complaints apply underlying reasons as assertive and impositive uses, but the politeness principle here is used to decrease the impositive by using interrogative sentences and marked code. the unmarked code is an action of voice response to get a response from the restaurant parties. it also found that the younger multilingual customers tend to use a private response, whereas the adult customers use a voice response. keywords: customer complaints; marked code; politeness strategies, politeness principles abstrak kegunaan kode marked dan unmarked dalam mengekspresikan ketidakpuasan telah menjadi kasus khas di antara pelanggan indonesia multibahasa yang menunjukkan berbagai cara untuk mengutarakan ketidakpuasan. penelitian ini menggunakan teori strategi kesopanan, prinsip kesopanan, dan tiga tipe perilaku keluhan. teori-teori digunakan pada keluhan un/marked dalam bahasa indonesia dan inggris. penelitian ini bertujuan untuk menunjukkan bagaimana pelanggan menyampaikan keluhan mereka dengan menggunakan kode tertentu yang menunjukkan kesopanan atau tidak, mencari alasan dasar dengan memilih kode tertentu, dan mengelompokkan keluhan berdasarkan pada tiga tipe perilaku keluhan. data diambil dari pengamatan di sebuah restoran jepang dalam bentuk percakapan dalam bahasa indonesia dan bahasa inggris. hasil menunjukkan bahwa keluhan unmarked bertujuan untuk mendapat tanggapan dan keluhan marked yang bertujuan untuk mengeluarkan pelayan dari percakapan. keluhan unmarked dan marked menggunakan alasan tertentu sebagai kegunaan yang tidak mengenakan (impositive) dan penegasan (assertive), tetapi prinsip politeness di sini digunakan untuk mengurangi kemungkinan menyakiti dengan menggunakan kalimat tanya dan kode marked. kode unmarked adalah perilaku tanggapan bersuara untuk mendapatkan tanggapan balik dari pihak restoran. penelitian ini juga menemukan bahwa pelanggan multi e-issn: 2621-9158 p-issn:2356-0401 *correspondence: putri.17020154062@mhs.unesa.ac. id submitted: 29 mei 2021 approved: 20 november 2021 published: 15 december 2021 citation: hidayah, p.n. (2021). the use of un/marked code to show politeness among multilingual customers. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 177189. doi: 10.22219/celtic.v8i2.16692 putri nur hidayah the use of un/marked code to show politeness among multilingual customers 178 bahasa yang lebih muda cenderung menggunakan tanggapan pribadi, sedangkan pelanggan lebih tua cenderung menggunakan tanggapan bersuara. kata kunci: keluhan pelanggan; kode marked; prinsip kesopanan; strategi kesopanan introduction societies use language to communicate and express their feeling to another individual or group of people (fromkin et al., 2013). how people communicate is different because people's regional, race, and gestures influence their language use. this case causes varieties of people's codes, such as different dialect, language, gesture, etc. the geographical border causes every country to have a different language. to make people from different countries can communicate with each other, there is english as an international language (widowati & kurnianingsih, 2018). in the multilingual indonesian's case, at least they master two languages, such as indonesian, javanese, and english. therefore, in this world, most people are multilingual who have many variations of language usage that are interesting to be examined. according to yan-qiu and feng-juan (2015) the markedness is discovered by roman jakobson and nikolai trubetzkoy. unmarked is a feature that more common and straightforward to use by society. whereas marked is a feature that refers to specific. the markedness in the code-switching term could be called a marked and unmarked code. this marked code deals with the use of variety that more specific and uncommon among the primary language and vice versa. for instance, codeswitching happens in the international seminar, which is attended by people who use diverse varieties. the speaker would give a speech using indonesian, but the interpreter would interpret it in english. nevertheless, when the interpreter talks with the speaker, he would switch to indonesian again. the english that the interpreter uses is called the marked code, and the indonesian, which just a few listeners understand, is unmarked. even though the speaker determines the language as an individual, but it conducts for a group that relates to the listener's understanding (myers-scotton, 2018). this marked code could be found in many environments, mainly in a public place that includes a restaurant. in the restaurant could be found many multilingual customers who would show the use of their marked code. in some cases, a group of customers would talk about a critique or a private matter in their marked conversation. they mix between indonesian and english in their conversation, followed by some reasons for mixing code. their behavior and speech in marked and unmarked conversation would be connected to the politeness theories in this study. politeness strategy according to yule (1996), the definition of politeness is not, mainly because it is influenced by society's view about politeness in their culture. the participants who show politeness would act based on the social principle and norm. therefore, to analyze politeness, the concept of the participant's face is an essential instrument to define politeness. face deals with society's views about the person's self-image, celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 179 which one desires to be recognized. at the same time, politeness is the act of whether the participant realizes the person's face. it relates to the participant's closeness, and it could be defined as respect for others. the face is divided into three types: face wants, face-threatening act, and face-saving act. face wants the social selfimage of respect for each other. face threatening act is an utterance that the speaker says is the opposite of an individual's self-image or threatening the receiver. face saving act is the speaker's utterance that relieves the threat (mansoor, 2018). brown and levinson (1987) believe that politeness is defined by society and influence by their norms and culture (tanto, 2018). according to brown and levinson (1987), the face-wants are divided into negative face wants, and positive face wants. the speaker's negative face demands not to be interrupted, or he demands his freedom to take action. the speaker's positive face needs other help, connection, closeness, or reply from others (oktama & ariatmi, 2019). the facesaving act which used to negative face will show a formality, courtesy, and apology. this case is called negative politeness. in contrast, positive politeness is the facesaving act to face the person's positive face is more informal and friendly. the fundamental reason is that their closeness, and they already familiar with each other. there are two options whether to say something or say nothing in expressing a request and complaint (brown & levinson, 1987). when people chose to say nothing, they use an intended sign. for instance, when a student forgot to bring a book in class rather than request the one beside the student directly, he gives a sign by looking at it countless times in the bag. say something is divided into two-part off and on record. the off-record is an indirect utterance like a clue for the hearer. for instance, "where i put my book" talking by yourself. whereas on-record or bald record is a directly asking the needs or the point to the addressee (yule, 1996). politeness principles leech (2014) defines politeness as an action or behavior to respect other people feeling. leech introduces six politeness principles: tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. 1. tact maxim tact maxim deals with how the speaker's expression can minimize the disadvantages and maximize the advantages to others (leech, 2014). this strategy implies the impositive to recommend, advise, request, order, and commend. the second function is commissive to offer, vow, and offer. 2. generosity maxim generosity maxim is the expression of minimizing the benefit for self and maximizes the cost to self (leech, 2014). same as tact maxim, this strategy is used to emphasize the impositive and commissive. 3. approbation maxim approbation maxim deals with maximizes the indignity to others and maximizes the praise for others (watts, 2003). according to leech this strategy is used to expressive. for instance, to congratulate, praise, thank, apologize, putri nur hidayah the use of un/marked code to show politeness among multilingual customers 180 blame, console, etc. it also has an assertive function to state, complaint, claim, report, boast, etc. 4. modesty maxim modesty maxim deals with the act that presents minimizing the praising for self and maximizing the insult for self (watts, 2003). same as the approbation maxim, this strategy has expressive and assertive functions. 5. agreement maxim agreement maxim is the action of minimizing the disagreement and maximizing the agreement to others (lustyantie, 2019). it functioned as assertive, and it aims to state, complain, claim, boast, report, etc. 6. sympathy maxim a sympathy maxim is an action to minimize antipathy and maximize sympathy to others (lustyantie, 2019). same as the agreement maxim, this strategy only accepted to show assertive. it aims to state, complain, claim, boast, report, etc. customer complaint behavior complaining is an action to express the dissatisfaction attitude about an object, person, or situation, while the statement is called a complaint. the motive of customers who deliver their complaints are varied. when a customer delivers their disappointment about the service or product, some are intended to get compensation, refund, or liability (ashraf et al., 2013). some of the customers deliver their dissatisfaction directly to the manager, but some of them remain silent. this study believes that a positive consumer is a consumer who expresses their dissatisfaction to get compensation. whereas not all complaints are addressed as personal gain, goals can differ (tronvoll, 2012). for example, a customer complains very politely, and his purpose is not compensation but criticism and suggestions for the good of the seller. therefore, the attitude of consumers toward complaining has an underlying purpose when they complain. according to singh in (tronvoll, 2012), complaining demeanor is implicated in private response, voice response, and thirdparty response. 1. private response the private response is the action not directly to state their complaint to the seller. however, the customers warning their relative or deciding not to use the seller service again. this case primarily uses the action of hostile word mouth. 2. voice response voice response is an act of showing the customer dissatisfaction directly to the seller. this action is purposed to looking for compensation. 3. third-party response the third-party response is the action to complain using the third party's involvement and take legal action. with regards to recent research about customer complaint behavior, several studies have been noted in the literature. masjedi and paramasivam (2018) investigate politeness in complaint among iranian speaker of english by using discursive pragmatic. it found that the negative politeness is mostly used to decrease the fta. the use of politeness principle in complaint among guest in hotel have been celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 181 investigated by karim (2016). he found that the receptionist has applied the cooperative principle and politeness principles, in contrast the guest not necessarily applied the principles. politeness phenomena in text messages have been examined by indonesian researcher tanto (2018), which using a pragmatic approach. he believes that specific politeness strategies are used based on their goal. the study applies the politeness strategy theory by brown and levinson (1987), whereas the speech act classification applies searle’s theory. this study shows that negative politeness strategies are used by someone who has more power or dominant. whereas, when the participant faces someone in the same status or lower, the participant tends to use mix negative and politeness strategy. the differences between this study from the previous studies emphasize the use of marked and unmarked code to show politeness or impoliteness. the relation of two languages in the complains as the data. those researches also did not use restaurant customers as the subject in their research. restaurant customers complains which closely relate to the appliance of politeness strategy. this research examines politeness in complaining uttered by multilingual customers. therefore, this study tries to reveal the codes used by multilingual customers according to politeness strategy, find the reasons underlying multilingual customers to choose certain codes in conveying criticism, and categorize complains based on three types complaining response. method this study attempted to investigate the politeness strategy used by multilingual customers to convey their complaints, the underlying reasons why costumers chose marked code and unmarked code, and find out how an age differentiates their way to utter the complaints. therefore, the research question brings the use of complaining or critique and comments spoken by the multilingual customer. the utterances spoken in the first language and the second language are needed to investigate the use of un/ marked code. to analyze the politeness principles and strategies, setting, third party, and context are needed. this method also gives a chronological event happened in the field which gives the term in context. constantly, the qualitative data is chosen to support the purposes of this study. the qualitative is used because this study needs to enlighten and explain the data rather than numerical data. the qualitative data is supporting the study to describe the situation and expression in social issues. this method makes the researcher focused on the data explanation and connects it with the theory. the advantages to use qualitative method is the flexibility of the data collection which naturally portrays the event (miles et al., 2014). the informants of this study are taken from customers who express their dissatisfaction in english and indonesian when in a restaurant. the indonesian customers who basically are multilingual choose certain code in utter their dissatisfaction. the informant’s utterance could be in indonesian as a whole, or using code switching, and code mixing. the observation has found 11 informants in 6 data regarding to complains, including marked and unmarked codes. putri nur hidayah the use of un/marked code to show politeness among multilingual customers 182 constantly, the setting of this study is taken from a japanese restaurant in a mall located in surabaya. this restaurant has some multilingual customers, because many multilingual family and customers live nearby. thus, there is a high chance to observe multilingual customers who utter their lamentation about the restaurant as the compatible informants and setting for this study. findings the observation has shown 6 data relate to this study. the data are spoken in english and indonesian, including marked and unmarked code. the unmarked code complains are fully spoken in indonesian, whereas the unmarked code complains are applied code switching and code mixing in indonesian and english. the data number 1, 3, and 6 is use english and indonesian, whereas the others use indonesian. the chosen data are presented in the table below. table 1. table of customer’s age, category, and utterances. n o ag e category utterance explanation p r v r t p r 1 1625 √ c1: tempat ini cantik*. but this place is quite unlike the other. c2: yup, it’s okay. and this table is so small for such a big appetite. *this place is beautiful the customers were commenting about the design and furniture of the restaurant in front of the waitress while she was serving the orders. both of the customers were primarily using english in their speech. 2 3645 √ c: gimana sih mbk?! kalo gini bisabisa gak lama bangkrut ini!* * what the hell?! if it’s keep going it will bankrupt soon. after waiting for the orders for so long, the waitress informed to them that their orders were already sold old. the customer complained directly to the waitress. she raised her voice and showed an angry expression in her face while all the tables in the restaurant were full of customers. 3 1625 √ c1: guys look at this! i have to pay rp. 23.000,for a plate of french fries. c2: what is it, is this a tax for government or what? after giving the bill, the customers talked to other customers out loud. laughing, standing, and showing their dissatisfaction in a rude action as mocking but not directly to the staffs. 4 2635 √ c: mbak, ini memang lauknya cuma segini kah? ini tepung semua lho. * miss, is the meat only this much? it’s just full of flour. the customer directly delivered their dissatisfaction to the waitress in bahasa indonesia. 5 2635 √ c: permisi mbak, ini emang makanannya asin gini ya? ini asin banget lho.* the customer called the waitress and uttered his problem to ask about redress. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 183 *excuse me, is this food salty like this? this is too salty. 6 3645 √ c1: dad, it’s running around again. c2: haduh! kecoa lagi!* w: ada kecoa kah pak?** c2: ini mbak, kecil-kecil segini. dari tadi banyak yang lewat.*** w: mohon maaf atas ketidaknyamanannya.**** c3: iya, tidak apa-apa kok mbk.***** * ouw! cockroach! ** is there any cockroach sir?” *** here’s, miss. tiny like this. it has been passing for a while ago. **** i’m so sorry for the inconvenience ***** it’s fine miss. when the customers were waiting for their orders, they found cockroach in around the table. they uttered the dissatisfaction when the waitress were serving the dish. vr: voice response pr: private response tpr: third party response the codes used by multilingual customers according to politeness strategy there are several possibilities in expressing dissatisfaction according to the politeness strategy, whether directly say it or choose to say nothing. according to the data that have been taken, all the data vividly represent the action of saysomething strategies, but the use of marked code in some data will become a new consideration in politeness strategy. all the spoken complains either directly and indirectly expressed to the waitress are included on the say something and say nothing. here the say something action would be divided into off and on record which includes the hearer and speaker’s action. data number 1, 3, and 6 are considered as off-record action because rather than directly deliver it to the waitress they choose to give a sign to the third party. datum 6 is vividly depicted the off record action. it shown they give an indirect action to the third party by giving an action and utterance among the customers. it was a family of multilingual customers, the c1 in the data was the daughter, c2 is the father, and c3 is the mother. their child primarily uses english the whole time and the parents use code-switching in their conversation. when c2 and c3 were talking they used indonesian and when talking to c1 they switched to english. before the order had arrived, they talked in english about the cockroach. after the waitress arrived c2 utter “haduh kecoak lagi” but not directly to the waitress. this utterance is an indirect reaction of dissatisfaction to get a response from the waitress. the waitress gave a response in form of a interrogative sentence. the c2’s statement is an fta, which makes the waitress made an apology. whereas the c3 gave an fsa to reduce the fta, she lowered her voice and make a humble smile. in data 1 and 3, these cases could be called as say nothing and say something off record action depend on their intention. the marked code they used is a barrier putri nur hidayah the use of un/marked code to show politeness among multilingual customers 184 that they build to the waitress, whether they intend to get a reply from the waitress or not. in datum 1 they said, “this is a small table for a big appetite” this could be an off-record because it could be a sign for demand to unite two tables. but it also portrays the action of saying nothing because they use english to exclude the waitress. the case of datum 3 could be called as off record because the waitress could be aware of their dissatisfaction in their marked code. the basis of this theory is to get a response from the hearer, but the use of marked code, in this case, is to exclude the waitress. the code-mixing in datum 1 is an action to reduce the fta, in other words they considered the third party’s feeling. hence she did not feel offended, whereas in datum 3 the code-switching is used to freely mock the restaurant. data number 2, 4, and 5 are included in the on-record action, they directly called the waitress. the entire data show their fta to the waitress they demand redress or express their anger. the data number 4 and 5 have shown the action of lessening the fta by using question form and use negative politeness (formality), whereas in datum 2 the customer did not lessen the fta and express her dissatisfaction by insulting the restaurant. the reasons underlying multilingual customers to choose certain codes in conveying criticism among six maxims of politeness principles by leech (2014), the data only indicate four maxims; approbation maxim, tact maxim, generosity maxim, and sympathy maxim. data numbers 1 and 3 which use marked code indicate the approbation maxim. data 1 has shown the code-mixing between praising in indonesian and critic in english. this action is shown as a reason for the use of marked code as an action of approbation maxim, decreasing the indignity to the restaurant and increasing the praising for others (watts, 2003). costumer in datum 1 chooses a certain code after considering the third party’s feeling. while data 3 indicates the same reason as number 1, but data number 3 does not show the same politeness as number 1, because they did not give any praising and they critic the tax as a mockery to the restaurant. their action did not consider the third party’s feeling, the marked code was used to give freedom to mock. unconsciously, the marked code is a barrier to hide their action followed by the assumption that the party did not understand the meaning of the conversation. the second maxim is an action against generosity maxims which is depicted in data numbers 4 and 5. the generosity maxim is an action to decrease the benefit for self and increase the cost for self. the action in data 4 and 6 are purposed to look for a redress of their dish despite the result. in datum 4, the customer did not vividly ask for redress but began by asking questions or confirmation with the dish quality. considering how they did not state for demanding redress or any compensation. it portrays the politeness in their action, which give the third party the freedom to take action. though they against the maxims it does not include impoliteness because they complained politely and tried to not offend the waitress. data number 6 has been depicted as an action of tact maxim. data number six has shown the action to advise to minimize the disadvantage and maximize the advantage to others, whereas in datum 6, the condition did not show the possibility celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 185 for seeking redress. these cases are purposed to relieve the dissatisfaction feeling. their reasons neither seeking for redress nor blame, but giving report as polite as possible. the last maxim that has been founded in the data is an action against sympathy maxim which is depicted in datum 2. the sympathy maxims are an action to emphasize sympathy and increase antipathy to others. datum 2 is an action of out of anger when the customer was raising her voice and insulting the restaurant. the customer utters the words as an action to relieve the dissatisfaction. basically, this case is the most dissatisfying service. because they already wait for long enough and inform that what they had ordered was sold out. therefore, this action is against the sympathy maxims, her action is not purposed to look for redress but express her dissatisfaction by insult and raise her voice. complaints categorized based on three types of complaining responses according to the data number 1 and 3, both of the cases uses the marked code in their conversation. the code-mixing in the data 1 case is included in the private response. the fact that they uttered their dissatisfaction in front of the waitress should be called a voice response, but the use of marked code in their conversation to exclude the waitress make the complaint included in the private response. while in data 3 the marked code in the form of code-switching is included on the private response even though they uttered so loud. but the dissatisfaction is included in the private response because they use marked code and it was indirectly delivered to the waitress but in form of conversation among customers. the data are taken from elderly in the range age of 26-35 and 36-45 years old have shown that they tend to vividly show their dissatisfaction through voice response. it is shown by data numbers 2, 4, 5, and 6 which use the first language directly to the waitress. data number 6 has shown that the multilingual customers who talk in english among themselves, but switch to indonesian when uttering their complaints as a voice response. constantly, the youngster multilingual customers tend to use private response when face a dissatisfaction. the young customers use private response trough applies marked code to exclude the third party to understand their dissatisfaction utterances, while adult customers have a high tendency to apply the voice response. they directly complaint to the waitress about the dissatisfaction, to get a redress or give a critic and advice for the service. discussion the markedness in the code switching or code mixing called as marked code and unmarked code (yan-qiu & feng-juan, 2015). the unmarked code in this data refer to indonesian as the first language used in complaints data, and the marked code refer to english as foreign language that more specific used in the complaints for certain reasons. according to tanto (2018), the action of negative politeness is an action to lessen the fta to the hearer. the findings indicate that the unmarked complaint shows an action to lessen the imposition to the hearer by asking as negative politeness. in order to avoid the fta when the customers complaint to get redress, they tend to use indirect strategy by using interrogative sentences which belief could lessen the imposition (nugroho, 2019). the marked complaint included putri nur hidayah the use of un/marked code to show politeness among multilingual customers 186 as an action to avoid the fta to the waitress, but the differences are in the purpose. the unmarked complaints purpose to get a response or redress, in contrast, the marked complaint purposed to exclude the third party (mabule, 2015). this study has shown that unmarked complaints have a higher fta tendency rather than marked complaints. the customer who use unmarked complaints in data 4 and 5 tend to use indirect accusation to lessen the fta by asking question (masjedi & paramasivam, 2018). due to english as a foreign language if the waitress did not fluent in english, thus the fta does not deliver to the waitress. in this study, the unmarked fta is an action to mock the waitress directly, whereas the marked fta gives the speaker the freedom to mock the third party which decreases the tendency of the third party to understand. thus the marked fta more likely polite than the unmarked fta because the unmarked complaint has high tendency the hearer to understand. there are several findings relate to the politeness principles, the data have shown either obey and violate the politeness principles. the marked code private response complaints depict the approbation maxim as an action of complaint and insulting. the second is against the generosity maxim as an act of seeking redress for the self-benefit. tact maxim is defined as an action to minimize the restaurant’s disadvantage by giving a polite critic for restaurant’s improvement. the last is against the sympathy maxim, which indicates the action of insulting the restaurant because of anger, the impoliteness shown by the customer is influence by the emotion or psychological aspect relate to the fact that the customer felt huge disappointment with the service (eshreteh & badran, 2020). according to leech’s principle, politeness is an action to considering the hearer's feelings (leech, 2014). in this case, when the customer felt dissatisfied with the restaurant’s service, the customer had the right to ask for redress and complain for asking redress is an act of violating the principle. thus the customer do not necessarily apply the politeness principles (karim, 2016). but in this case, the politeness emphasizes how they ask as politely as possible when considering the hearer’s feeling. the basic reason why the customers use an unmarked code to complain is to directly complain about redress and better service from the restaurant. a marked complaint has shown as an act of considering the hearer's feeling, the marked code indicate an act to show emotion (myers-scotton, 1993). even though complaining, reporting, and claiming is an action that has a higher possibility to impose the hearer, here these principles could lessen the imposition as an action. when the customers who obey the principles more likely to minimize the cost for other than customers who violate them. the data have indicated that the marked private responses and unmarked voice responses. the voice response is an action to directly complaint to the waiters to ask redress or advice. nevertheless, there is unmarked voice response in datum 2 which could not be compensated which lead to negative word of mouth. the customer emotional frustration of dissatisfaction service lead them to express the rage with negative word of mouth or boycott (chinedu et al., 2017). according to nimako and mensah (2012), it found that younger customers tend to complaint than older customers, which is shown that customers in range of 26-35 most likely to complaint. the findings of this study according to the three types complaining response have shown that only voice response and private response, whereas the celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 187 third-party response have not been found. the unmarked complaints include a voice response, whereas the marked complain are private responses. this study has shown that younger customers (range age 16-25) tend to apply marked private responses, whereas older customers (range age 26-35 and 36-45) tend to use voice responses. it indicates that age have influenced the complaining behavior. it relevant with kaddour (2019) who discovers that younger people tend to use code switching and code mixing than older speakers. conclusion the multilingual customers who used english as a marked complaint show the intention to make the restaurant parties take no action in their dissatisfaction issues. the marked complaints as private responses used for preventing the third party to understand what they spoke and take no action. whereas the multilingual customers who purposed to get redress, giving advice, and expressing their dissatisfaction directly to the waitress would use the unmarked voice response or indonesian. all the unmarked on-record complaints are giving the fta which has a high tendency to violate the maxims, but the politeness in here is whether the customer considered the hearer’s feeling. such as decrease the fta by using an interrogative sentence in their complaints, formality, or unmarked code, but not all unmarked complaints are polite because unmarked complaints are aimed to gain the freedom to mocking the third party. the finding has shown that 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(ed.)). oxford university press. 126 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index students’ perceptions about the online listening courses during the covid-19 pandemic 1salsabila gita nurani*, 2utami widiati 1universitas islam malang, indonesia 2universitas negeri malang, indonesia abstract the covid-19 pandemic that has spread worldwide has recently changed many aspects of human life, including education. since this pandemic requires every level of education to conduct the teaching and learning classes in online courses, all education aspects perceive the benefits and even the difficulties through this online course method. this study aimed at knowing the undergraduate students' perceptions about the online listening courses during the covid-19 pandemic, focusing on the benefits and the difficulties of joining the courses. this survey study involved 74 undergraduate english students of a private university in malang, indonesia. an online questionnaire was distributed to the students via google form link, consisting of 30 statements with 4-scales of the likert scale (strongly disagree, disagree, agree, strongly agree). all questionnaire items were valid at the .05 level and were highly reliable with a coefficient of .955. the average value of each item was then measured to reflect positive or negative perceptions. the findings showed that the students perceived positively not only to online listening courses' method but also the difficulties of the method. it means they agreed that online listening courses could be beneficial in this pandemic condition, but they also still have several difficulties joining it. lastly, this research suggests further researchers use a mix-method research design in which they can include open-ended interviews to get deeper analysis. keywords: covid-19 pandemic; english students; listening courses; online learning; perceptions abstrak pandemi covid-19 yang merebak di seluruh dunia akhir-akhir ini telah mengubah banyak aspek kehidupan, termasuk pada pendidikan. karena pandemi ini mengharuskan setiap jenjang pendidikan untuk mengadakan pembelajaran dan perkuliahan secara daring, semua aspek pendidikan merasakan manfaat atau pun kesulitan dalam metode pembelajaran daring ini. oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi mahasiswa s1 bahasa inggris terhadap mata kuliah listening (menyimak) daring selama pandemi covid-19, yang berfokus pada manfaat atau kesulitan mereka dalam mengikuti perkuliahan ini. penelitian survei ini menyertakan 74 mahasiswa s1 bahasa inggris di suatu universitas swasta di malang, indonesia. kuesioner daring disebarkan kepada mahasiswa melalui link google formulir yang berisi 30 item pernyataan dengan 4 skala likert (sangat tidak setuju, tidak setuju, setuju, sangat setuju). semua item kuesioner valid pada tingkat 0,05 dan sangat reliabel dengan koefisien sebesar 0,955. nilai rata-rata setiap item kemudian diukur untuk mengetahui persepsi positif atau negatif. temuan penelitian menunjukkan bahwa mahasiswa merespon positif terhadap mata kuliah listening daring, tetapi mereka juga merespon positif terhadap kesulitan metode ini. dengan demikian, dapat disimpulkan bahwa mahasiswa setuju jika mata kuliah listening daring ini bermanfaat untuk digunakan selama masa pandemi, tetapi mereka juga masih memiliki kesulitan dalam mengikutinya. terakhir, penelitian ini menyarankan peneliti selanjutnya untuk menggunakan desain penelitian metode campuran agar mereka dapat menggunakan wawancara terbuka kepada responden untuk mendapatkan analisis yang lebih dalam. kata kunci: mahasiswa s1 bahasa inggris; mata kuliah listening; pembelajaran daring, pandemi covid-19, persepsi e-issn: 2621-9158 p-issn:2356-0401 *correspondence: gitanurani104@gmail.com submitted: 24 may 2021 approved: 29 june 2021 published: 30 june 2021 citation: nurani, s. g. & widiati, u. (2021). students’ perceptions about the online listening courses during the covid-19 pandemic. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 126-139. doi: 10.22219/celtic.v8i1.16607 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 127 introduction the covid-19 pandemic that has spread worldwide has recently changed many aspects of human life, including education. indonesian minister of education establishes a distance learning policy using online media to prevent the spread of coronavirus. in this case, schleicher (2020) has identified many impacts of covid19 on education, including swelling financial spending on educational facilities, international student mobility which cannot be as free as before, losing instructional time in the school setting, difficulties measuring students' learning, the unpreparedness of digital learning support, confusion in determining how much the class size, and learning ineffectiveness to vocational school students. in indonesia, the impacts of covid-19 are also unavoidable. the indonesian minister of education and culture (kemendikbud, 2020) states that teaching and learning activities during the pandemic cannot be carried out normally. schools and educational institutions must be closed to prevent the spread of covid-19. according to yarrow, masood, and afkar (2020), this pandemic led to school closures in indonesia. therefore, educational institutions have to do distance and online learning. yarrow et al. (2020) agreed that distance education has negative effects on school participation. it requires new skills for both teachers and students so that exclusion and inequality increased. here, appropriate action is needed to support teaching and learning. since the government's regulation requires every level of education to conduct teaching and learning online, all aspects of educations perceived the benefits and even the difficulties of this method. ritonga, ritonga, nurdianto, kustati, rehani, lahmi, yasmadi, and pahri (2020) argued that online learning provides flexibility for both teachers and students since they can do the teaching and learning process anytime and anywhere. on the other hand, the difficulties usually found in online learning are that students cannot follow the teacher's explanation fluently and cannot focus on the material given, lousy internet connection, and power failure. it is in line with agung, surtikanti, and quinones (2020) who stated that the major problem in the online learning process is the unavailability and unsustainability of internet connections. furthermore, issues of advantages and disadvantages of online learning are also found in the language learning context, especially in listening courses. as known, listening courses are usually done offline in a silent and focused atmosphere. according to asemota (2015), listening is a process that involves more than mere hearing of sounds and noises but including identifying, understanding, and interpreting the spoken languages. likewise, gilakjani and ahmadi (2011) expressed that listening has an important role in communication. in learning the english context, it is a must for learners to get information and to understand the language. therefore, learning to listen is essential to the english students and needs to be conducted in a focused class. if it is not conducted this way, problems may appear. for instance, brunfaut and révész (2015) stated that the difficulties of listening to english are based on the characteristics of listening tasks and the characteristics of the listeners. the characteristics of listening tasks are linguistic complexity, explicitness, speed of salsabila gita nurani, utami widiati students’ perceptions about the online listening courses during the covid-19 pandemic. 128 delivery, and responses. besides, the characteristics of the listeners comprise working memory and listening anxiety. moreover, armiun, rahmatian, safa, and shairi (2017) agreed that factors of listening difficulties are concentration difficulties, high rate of speech, failing to recognize words, fatigue due to the length of texts, failing to construct the general meaning, and ineffective listening strategies use. it indicates that learning listening is a complex process, meaning that the students need comfort and enjoyment to deal with it. for this reason, the students' perceptions about the online listening courses need to be measured to know whether they perceived the enjoyment or the difficulties of this new learning system. the findings of this study are expected to provide an overview for the listening teachers or lecturers to consider the appropriate methods or activities that can be suitable for the students. literature review in the education field, the indonesian government made the regulation to conduct the teaching and learning processes from home, as the distance and online learning. it is in line with anggraeni and amalia (2020), who argued that the indonesian government made the regulations to reduce the spread of the covid-19, such as using masks, work from home, distance and online learning, and others. many researchers have already done studies about online learning of listening english even before this covid-19 pandemic appears. cigdem, ozturk, and topcu (2016) surveyed vocational military college students' perceptions of web-based listening comprehension tests. their study revealed that the students perceived positive attitudes towards this web-based listening method. besides, they perceived low usefulness as the direct impact of their learning of listening. on the other hand, amir and kang (2018) reviewed some tools for developing students' listening english skills. they found that computer-assisted language learning (call) and the online resources-based listening program can help students gain their knowledge about the subject matter, accent the speaker, and make them easier to adjust the program based on their interest. however, their study was only reviewing some online learning tools that may positively affect developing students' listening skills. it had not been proved by examining students' perceptions about the effectiveness. the next research comes from karthikeyan and dinesh (2019), who conducted experimental research using the internet and computer technology (ict) to develop engineering students' listening skills. they combined offline and online ict tools in their study: podcasts, youtube, websites, computers, projectors, interactive whiteboards, and audio speakers. the results showed that the students' listening skills were developed by this method. however, this study was limited to engineering students and did not specify the students' perceptions of using the tools. furthermore, al-shamsi, al-mekhlafi, busaidi, and hilal (2020) conducted quasi-experimental research about the effect of mobile learning on english listening skills and attitudes of efl adult learners in a military training institute. the results showed that mobile learning has a significant effect on the students' listening skills. for the attitude toward the mobile learning of listening using google classroom, the participants generally have positive perceptions. then, alceltic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 129 shamsi et al. (2020) stated that mobile learning would be impossible without an internet connection which means that internet connection was also a factor of successful online learning. however, this study was limited to the participants' gender that was all male. in the indonesian context, the research about online learning in listening classes was rarely conducted. yoestara and putri (2019) reviewed some literature about improving efl students' listening and speaking skills by using podcasts. the podcasts were in form of online and downloaded versions. after reviewing the literature, they concluded that podcasts could be beneficial in improving students' listening skills. nevertheless, this research only reviewed a few pieces of literature and did not conduct actual research on the students. next, saputra (2018) organized action research to know the students' perception of extensive listening through online media, youtube. the results showed that studying extensive online listening through youtube could help to increase vocabulary and get new information. however, this study focused on listening through youtube only and was not conducted in the context of the covid-19 pandemic. therefore, the research about online listening courses needs to be developed based on today's pandemic condition to get the newest online listening research development result. the next study in the indonesian context comes from nurhayati (2020), who conducted mix-method research during the covid-19 pandemic. her study aimed at knowing students' perspectives about the use of phonology and online media to enhance their listening skills. the results showed that students agreed if online media used in listening courses gave many benefits for their learning. it also found the positive effects of using online media in teaching listening courses. however, this study was limited to third-semester english students, and the researcher realized that the results might be different if it was conducted on other semester students. in contrast, susilowati (2020) found that online listening classes during the covid-19 pandemic have several challenges for lecturers in applying suitable technological devices, preparing suitable materials, and applying suitable methods and strategies. as a limitation, this study was descriptive research from the lecturers' point of view. the important one is that the lecturer's guidance in teaching and learning is the key to the students' successful learning. the common and beneficial way to guide the students is by giving feedback. according to aisyah and wicaksono (2020), teacher feedback plays an important role in facilitating the learning process. as those studies mostly showed positive perceptions of online learning, other studies also proved that this online method has several challenges. according to amstrong (2011), online learning is less academically rigorous than students' experiences in face-to-face education. the findings of his study showed that students need communication to shape their interest in learning. they perceive negative issues on the implementation of technology, and the learning environment shaped their approach to learning. moreover, fojtík (2018) mentioned some challenges of online or distance learning, among others, teachers and students may have no or less experience in online learning, online learning requires the students to be highly motivated and able to manage the time salsabila gita nurani, utami widiati students’ perceptions about the online listening courses during the covid-19 pandemic. 130 efficiently, complex preparations in teaching and study materials, and issues of bad internet connections. as there were issues of advantages and disadvantages of online listening classes, the present study aims to identify students' perceptions of online listening courses, including the benefits or the difficulties of online learning in listening courses. method this study employed a survey research design involving undergraduate students of the english education department of one private university in malang, indonesia, who had already attended the online listening courses during the pandemic, starting from the online learning regulation on march 2020 to april 2021. the samples of this study were 74 students who responded to the questionnaire in google form. they were 23 students from the second semester, 19 students from the fourth semester, and 32 students from the sixth semester. the instrument used in this study was a questionnaire adapted from al-shamsi et al. (2020). the questionnaire inspired the researcher since it measured the use of mobile devices in learning to listen from various aspects, including students' perceived usefulness and self-management of learning and intention to use mobile learning. the researcher adapted their questionnaire to be more appropriate with the context of this study, measuring the use of online listening courses in english university students. then, it was developed into 30 items of statements with 4 options on the likert scale. here, the researcher measured the students' issues and their perceptions about the difficulties and the role of the lecturer. the questionnaire items then were divided into four parts, namely perceptions on the courses (1-8), perceptions on the lecturer's role (9-14), perceptions on the benefits (15-22), and perceptions on the difficulties (23-30). table 1. the blueprint of the questionnaire no. indicators subindicators statement statement number 1 learning processes satisfaction promoting the desire to learn 1 identifying topics or materials clearly 3 understanding materials completely 4 promoting critical thinking skills. 7 promoting the need of developing listening skills 8 perceiving the benefits 15 preferring to join than the face-to-face class 20 understand better than face-to-face learning 21 having more difficulties in understanding the materials than in face-to-face learning 30 interaction having the opportunity to interact with other students 2 easy to contact the lecturer 12 the lecturer provides online discussion forums 13 2 technical easiness having enough time to listen 5 downloading the materials 6 accessing the materials or recordings 17 reopening or repeating the materials or 18 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 131 recording problems often perceive the difficulties in online listening 23 internet connection 24 technical problems such as power failure and runs out of battery 25 spending most of internet quota 26 internet quota for education from government and/or campus cannot be used optimally 29 3 supports environment more comfortable than face-to-face classes 16 no interruption during the learning 19 getting free internet quota for education from government and/or campus 22 cannot focus to learn 27 annoyed by the surrounding crowded 28 lecturer’s strategies providing virtual meetings 9 explaining the materials before giving the tasks 10 giving feedback in every lecture 11 giving e-book and/or printed book related to the materials 14 the questionnaire was then translated into the indonesian language to ensure that it was easy to understand by the respondents, which ranged from the beginner until the higher semester of english university students with different levels of english skills and abilities. first, the researcher measured the validity and the reliability of the questionnaire by trying it out. it was delivered by using google form, and the students who responded to this tryout were 32 english students of the same private university where this research was conducted. then, the validity and reliability were assessed by using spss 20. overall, the questionnaire items were all valid at the .05 level based on the pearson correlation (r > r-table = .3494) and it also gained a very high reliability level with the coefficient of cronbach alpha was .955 (r ≥ 0.80). after that, the questionnaire was delivered to the population via google form to collect the data. the 4-points likert scale options were provided from very negative to very positive levels: (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree. the higher the number that the students choose, the more they agree to the statement. besides, the researcher used the average formula of google spreadsheet to analyze the data. the main finding was analyzed by the whole average score from the highest to the lowest result. the high score indicates the respondents' perceived agreement with the questionnaire item, whereas the low score implies that they disagree. moreover, the questionnaire was also analyzed to explore their perceptions of each questionnaire item. the result of each item was then compared to the total of 4 scores on the scale. if the result is higher than 2, which is half of the 4 scales, it means the good perception of the item is high, and vice versa. salsabila gita nurani, utami widiati students’ perceptions about the online listening courses during the covid-19 pandemic. 132 findings 74 respondents answer all items in the questionnaire based on their perceptions and feelings. as mentioned in the method, the questionnaire had four parts: perceptions on the course(s), perceptions on the lecturer's role, perceptions on the benefits, and perceptions on the difficulties. the total mean scores of these parts are shown from the highest to the lowest in the table below. table 2. main finding part of the questionnaire total average score perceptions on the lecturer’s role 3.06 perceptions on the course(s) 2.92 perceptions on the difficulties 2.77 perceptions on the benefits 2.62 based on table 2, the highest total average comes from students' perceptions of the lecturer's role. this section obtained 3.06 of the total average score, which was the highest score among other sections. it means the respondents positively perceived the lecturer's role when she/he teaches the online listening courses during this covid-19 pandemic. the statements in this part consist of several ways that the lecturer(s) used to meet the students' learning needs, such as providing online discussion forums, feedback, virtual meetings, and are always approachable by the students. besides, todays' listening lecturers may already be able to adapt to online learning techniques so that the students feel that their learning needs can be adequately met. the second total average score is the aspect of students' perceptions about the course(s). this part holds several statements about easiness, satisfaction, and interaction with the total average score is 2.92. it is considered a high score because it is more than 2.5 out of 4 on the likert scale. therefore, it means the students' thought about online listening courses during the covid-19 pandemic was positive and showed that most students feel satisfied with this online listening courses method. the next highest total mean score that occupies the third place is 2.77 from students' perceptions on the difficulties. this score is higher than the total average score of students' perceived benefits (avg. = 2.62), which becomes the lowest total mean scores of this study. it indicates that the respondents feel more difficulties rather than the benefits of this online learning system. this is reinforced by their higher answers on the statements in the perceived difficulties section. however, although they experienced more complexities in the online listening courses, the total average score of their perceived benefits, which was higher than 2 from 4-scale, showed that they still agreed that the courses are valuable even though conducted during the covid-19 pandemic. moreover, further explanations about the findings of each part of the questionnaire are described in the following sections. finding of the perceptions on the lecture’s role the average results of the perceptions on the lecturer's role are shown in the table below. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 133 table 3. average of perceptions on the lecturer’s role statement item no. average during the online listening course(s), the lecturer provides online discussion forums, chats, or other uses. 13 3.27 the lecturer gives an e-book or printed book related to the listening materials. 14 3.19 during the online listening course(s), the lecturer always gives feedback about the materials in every lecture. 11 3.12 during the online listening course(s), the lecturer explains the materials via an online platform or application before giving the tasks. 10 3.00 during the online listening course(s), the lecturer is approachable and can be contacted easily when i need help. 12 2.95 during the online listening course(s), the lecturer always provides virtual meeting which is easy to join. 9 2.85 total 3.06 the lecturer's role is one of the main factors that can benefit the students from the courses. thus, an investigation about their perceptions of the lecturer's role is also needed. table 3 shows the students' perceptions of the lecturer's role during the online listening courses. each statement in this part got above 2 scores of the 4-scales, with the average total score was 3.06, which means the respondents perceived the positive perceptions on the lecturer's role during online listening courses. the highest average comes from statement number 13 with a score of 3.27. it means many respondents agreed that the lecturer provides online discussion forums, chats, and others. this score was followed by item number 14 with an average score was 3.19, which said that the lecturer gives e-book or printed books related to the materials. these were several lecturer's strategies that were beneficial to make the lessons easier for the students. besides, the lowest average comes from statement number 9 with a score of 2.85 which means that some respondents argued that the lecturer always provides virtual meeting which is easy to join. there were also statement number 12 with an average score of 2.95 above the lowest score. it describes that several respondents agree that the lecturer is approachable when they need him/her. finding of the perceptions on the course(s) the average results of the perceptions on the course(s) are shown from the highest to the lowest average in the table below. table 4. average of perceptions on the course(s) statement item no. average during the online listening course(s), i have enough time to listen to the recordings. 5 3.23 during the online listening course(s), i can download listening materials or recordings in every lecture easily. 6 3.18 online listening course(s) promote my desire to learn. 1 3.15 online listening course(s) meet my need to develop listening english skills. 8 3.01 online listening course(s) promote my critical thinking skill development. 7 2.88 during the online listening course(s), i can identify the topic or material of the day clearly. 3 2.72 salsabila gita nurani, utami widiati students’ perceptions about the online listening courses during the covid-19 pandemic. 134 during the online listening course(s), i can understand the listening material completely. 4 2.62 during the online listening course(s), i have ample opportunities to interact with other students. 2 2.58 total 2.92 the more students enjoy the courses, the more they absorb the knowledge. that is why their perceptions of the courses are essential to explore. table 4 describes the students' perceptions of the online listening courses. all items in this part got above 2 scores of the 4-scales, with the average total score was 2.92. the highest average is from statement number 5, with an average score is 3.23. it means many respondents agree that they have enough time to listen to the recordings during the courses. it was followed by statement number 6, with an average score of 3.18. it indicates that the respondents feel the easiness of downloading the listening materials or recordings. on the other hand, the lowest average comes from statement number 2, with a score of 2.58, which means that only a few respondents felt that they did not have big opportunities to interact with other students. before this lowest mean score, there was statement number 4, which got 2.62 on the average score. it determines the students' agreement with the statement that they could understand the listening materials completely. moreover, the total average score which was higher than 2 scores of the 4-scales showed that the respondents' perceptions about the online listening courses were positive. finding of the perceptions on the difficulties the average results of the perceptions on the benefits are shown from the highest to the lowest average in the table below. table 5. perceptions on the difficulties statement item no. average during the online listening course(s), i cannot focus to learn or listen to the materials. 27 2.95 internet quota for education from the government and/or from campus cannot be used optimally. 29 2.92 during the online listening course(s), i often feel annoyed by the crowd around me. 28 2.91 during the online listening course(s), i often have a problem with the internet connection. 24 2.82 i often perceive the difficulties of online listening course(s). 23 2.77 during the online listening course(s), i have more difficulties understanding the listening materials than during the face-to-face course(s). 30 2.72 during the online listening course(s), technical problems such as power failure, and runs out of battery may appear. 25 2.70 online listening course(s) spend most of my internet quota. 26 2.35 total 2.77 students’ perceptions of the difficulties of the online listening courses is one of the aims of this study. table 5 shows their perceptions of the difficulties of online listening courses. the main point can be seen as the average total of their celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 135 perceived difficulties was higher than the average total of their perceived benefits. the highest average comes from statement number 27, with a score of 2.95. it means many respondents agree that they could not focus on learning or listening to the materials during online listening courses. it was followed by item number 29, with an average score of 2.92. it reveals that many students agree that they cannot optimally use the free internet quota from the government and/or campus. other than that, the lowest average is from statement number 26 with a score of 2.35, which means that several respondents argued that online listening courses spent the most of their internet quota. there was also statement number 25 which gained 2.70 of the average score before the lowest score. it defines that the students usually have technical problems during the online listening courses. moreover, all items in this part got above 2 scores of the 4-scales, with the average total score was 2.77, which means that the respondents' perceptions of the difficulties of online listening courses were positive. finding of the perceptions on the benefits the average results of the perceptions on the benefits are shown from the highest to the lowest average in the table below. table 6. perceptions on the benefits statement item no. average i can reopen or repeat the materials or recordings anytime and anywhere. 18 3.05 listening materials or recordings can be accessed easily. 17 2.95 i perceive the benefits of online listening course(s). 15 2.77 i get the internet quota for education from the government and/or from campus. 22 2.65 i prefer to join listening course(s) online than offline (face-to-face). 20 2.47 i feel more comfortable joining the listening course(s) online than offline (face-to-face). 16 2.38 i can follow the online listening course(s) seamlessly without any interruption. 19 2.38 i can understand better if i join listening course(s) online than via offline (face-to-face). 21 2.32 total 2.62 the last aim of the study was to identify the students' perceived benefits during the online listening courses' processes. table 6 describes the students' perceived benefits of this online learning method. the highest average comes from statement number 18, with a score of 3.05. therefore, it can be concluded that many respondents agreed they can reopen or repeat the materials or recordings anytime and anywhere. this highest mean score is followed by item number 17, with a score of 2.95, which means that the students also agree that the listening materials or recording can be accessed easily. on the other hand, the lowest average comes from statement number 21 with a score of 2.32, which means that some respondents perceive that they could understand better when joining online listening courses than offline listening courses. before this lowest score, there was item number 19, which got 2.38 in the average score. it describes the students' agreement that they can follow the online salsabila gita nurani, utami widiati students’ perceptions about the online listening courses during the covid-19 pandemic. 136 listening courses seamlessly. furthermore, all items in this part got above 2 scores of the 4-scales, with the average total score was 2.62. this is the lowest total average score among other sections, but it still means that most respondents have positive thoughts on the benefits of online listening courses. discussion the discussion is started from the main finding section, which aimed to answer the research question about students' perceptions toward online listening courses during the covid-19 pandemic. in this situation, the government made the regulations of conducting distance or online learning to reduce the spread of coronavirus (anggraeni & amalia, 2020). this study showed that the majority of the respondents felt that online listening courses were suitable and comfortable to join the teaching and learning process of listening in this pandemic era. this result is in line with cigdem et al. (2016), whose research showed that the students perceived positive attitudes towards web-based listening comprehension tests because they perceived playfulness of this online method which is the most essential key of their behavioral intention. it is also in line with karthikeyan and dinesh (2019), who combined offline and online ict tools in their research. their results showed that the students' listening skills were developed by this method. therefore, these results were appropriate with the result of the main finding where most respondents felt that the online learning process of the listening courses was suitable and comfortable to join. the results of the perceptions on the lecturer's role showed positive perceptions from the respondents. this finding is appropriate with nurhayati's (2020) study, which stated that online media used in teaching listening were effective, efficient, and useful. overall, the result of every item in this section was positive. one of the lecturer's strategies here was providing feedback on the listening lectures. it is in line with aisyah and wicaksono (2020), who argued that teacher feedback plays an important role in facilitating the learning process. it proves that the methods used by the lecturer in teaching online listening courses were beneficial for them. other statements in this part also gained positive responses. it can be concluded that the lecturer here succeeds in making the suitable online learning method, strategy, and materials for the students. the lecturer also could apply the appropriate technological devices or applications in teaching listening online. in this case, the finding was not suitable with susilowati (2020) who argued that the lecturers have several challenges in teaching listening online, especially in applying technological devices, systems, applications, or platforms in preparing suitable materials and in applying suitable methods and strategies in teaching an online listening class. however, todays' lecturers may already be better able to adapt to the changes in the current learning system to prepare suitable materials, methods, and strategies to teach listening online. the respondents' perceptions of the courses were also performed positively. the most significant average came from the statement that the students thought they have enough time to listen to the recordings. in contrast, the lowest score was from the statement that they have ample opportunities to interact with other students in the online listening courses. these can represent their perception that although listening classes were done online, they still enjoy the celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 137 class. it is in line with cigdem et al. (2016), who proved that the students enjoy the online listening method since it perceived playfulness for them. besides, saputra (2018) found that learning listening through online media was fun and can help students get new information. other statements of this part also got all positive responses from the students. these were appropriate with amir and kang (2018), who argued that online listening programs could help students increase their knowledge of the subject matter. moreover, karthikeyan and dinesh (2019) argued that online learning could develop students' listening skills and improve their critical and logical thinking skills. for the difficulties of online listening courses, which stand as the third place of the total average score, the respondents also perceived them positively. it means they also have difficulties in joining online listening courses. the finding of this study proved that the average total of student's difficulties was higher than the students' perceived benefits. it shows that although they enjoy the online learning process, they feel more difficulty when doing it. the students' difficulties were they cannot focus on learning or listening to the materials. their statement supported that they felt annoyed by the crowd around them when they joined the online listening courses. besides, they had technical issues when joining these online listening courses, such as lousy internet connection, power failure, and nonoptimal use of the internet quota for education from the government and/or campus. it is in line with fojtík (2018) who argued that technical issues might appear in the online teaching and learning process. those problems showed that the students' difficulties need more attention from the teachers and lecturers. thus, it supports the study from amstrong (2011), who found that online learning could not fulfill the students' learning needs. lastly, the perceptions on the benefits, which place as the lowest total average score, also received positive responses from the students. the total average score showed that the students get the benefits of online listening courses. the highest average was from the statement that they could reopen and repeat the materials or recordings anytime and anywhere. it is suitable with yoestara and putri (2019), who stated that online media in teaching listening could encourage students' self-regulated learning outside the classroom. the respondents also agreed that they feel more comfortable joining listening courses online than offline; the materials can be accessed easily. they can follow the courses seamlessly and understand better. moreover, their positive perceptions toward the benefits showed their enjoyment of the courses. it proves that online listening courses did affect their learning progress. it is in line with al-shamsi et al. (2020), who found that mobile or online learning significantly affects students' listening skills. furthermore, the respondents in this study perceived the benefits of online listening courses as same as the participants of their study, who believed that online learning was valuable to improve their listening abilities. conclusion this research has identified undergraduate students' perceptions of the online listening courses during the covid-19 pandemic. the results showed that the students' perceptions were positive towards this online learning method which salsabila gita nurani, utami widiati students’ perceptions about the online listening courses during the covid-19 pandemic. 138 means they perceived the benefits of this method. however, they also still have difficulties following this new learning system. further, this study has limitations as this was conducted online, and the researcher could not directly meet the respondents due to the regulation of physical distancing during the covid-19 condition. likewise, this study cannot give a cavernous explanation about the student's difficulties in joining online listening courses. therefore, the researcher suggests further researchers research the students' difficulties using a mix-method research design in which they can include open-ended interviews for the respondents to get a deeper analysis. references agung, a. s. g. n., nur, s., surtikanti, m. w., & quinones, c. a. (2020). students’ perception of online learning during covid-19 pandemic: a case study on the english students of stkip pamane talino. journal of social sciences and humanities, 10(2), 225–235. http://dx.doi.org/10.31940/soshum.v10i2.1316 aisyah, p., & wicaksono, b. (2020). the level of teacher ’ s feedback : an efl classroom. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 1–13. https://doi.org/10.22219/celtic.v7i1.12237 al-shamsi, a., al-mekhlafi, a. m., busaidi, s. al, & hilal, m. m. (2020). the effects of mobile learning on listening comprehension skills and attitudes of omani efl adult learners. international journal of learning, teaching and educational research, 19(8), 16–39. https://doi.org/10.26803/ijlter.19.8.2 amir, s., & kang, m. a. (2018). research in use of information & communication technologies (ict) for developing listening comprehension competency in foreign/second languages: a review of selected tools. international journal of social sciences & humanities, 3(1), 44–53. https://doi.org/10.5281/zenodo.1403040 amstrong, d. a. (2011). students’ perceptions of online learning and instructional tools: a qualitative study of undergraduate students use of online tools. the turkish online journal of educational technology, 10(3), 222-226. retrieved from https://files.eric.ed.gov/fulltext/ej944973.pdf anggraeni, y., & amalia, r. m. (2020). covid-19 in indonesia : a critical discourse analysis. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(2), 208-215. https://doi.org/10.22219/celtic.v7i2.12766 armiun, n., rahmatian, r., safa, p., & shairi, h. r. (2017). listening is my bugbear: why iranian l2 learners keep underperforming in the listening module. acta scientiarum language and culture, 39(4), 387–396. https://doi.org/10.4025/actascilangcult.v39i4.32888 asemota, h. e. (2015). nature, importance and practice of listening skill. british journal of education, 3(7), 27–33. retrieved from https://www.eajournals.org/wp-content/uploads/nature-importance-andpractice-of-listening-skill.pdf brunfaut, t., & révész, a. (2015). the role of task and listener characteristics in second language listening. tesol quarterly, 49(1), 141–168. https://doi.org/10.1002/tesq.168 cigdem, h., ozturk, m., & topcu, a. (2016). vocational college students’ acceptance of web-based summative listening comprehension test in an efl course. http://dx.doi.org/10.31940/soshum.v10i2.1316 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 1, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 139 computers in human behavior, 61, 522–531. https://doi.org/10.1016/j.chb.2016.03.070 fojtík, r. (2018). problems of distance education. international journal of information and communication technologies in education, 7(1), 14–23. https://doi.org/10.2478/ijicte-2018-0002 gilakjani, a. p., & ahmadi, m. r. (2011). a study of factors affecting efl learners’ english listening comprehension and the strategies for improvement. journal of language teaching and research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988 karthikeyan, j., & dinesh, p. (2019). application of ict tools: a source to enhance listening skill. journal of advanced research in dynamical and control systems, 11(9 special issue), 847–855. https://doi.org/10.5373/jardcs/v11/20192642 kemendikbud. (2020). penyesuaian keputusan bersama empat menteri tentang panduan pembelajaran di masa pandemi covid-19. official website of indonesian minister of education (kemendikbud). retrieved from https://www.kemdikbud.go.id/main/blog/2020/08/penyesuaian-keputusanbersama-empat-menteri-tentang-panduan-pembelajaran-di-masa-pandemicovid19 nurhayati, d. a. w. (2020). phonology and online media used in enhancing listening skill. indonesian journal of efl and linguistics, 5(2), 267-278. https://doi.org/10.21462/ijefl.v5i2.278 ritonga, a. w., ritonga, m., nurdianto, t., kustati, m., & lahmi, a. (2020). e-learning process of maharah qira’ah in higher education during the covid-19 pandemic. international journal of higher education, 9(6), 227–235. https://doi.org/10.5430/ijhe.v9n6p227 saputra, y. (2018). changing students’ perception on learning extensive listening through youtube. english empower, 3(01), 41–49. retrieved from http://www.ejournal.unitaspalembang.ac.id/index.php/eejll/article/view/65 schleicher, a. (2020). covid-19 on education insights from glance 2020. oecd indicators e-book. paris: oecd publishing. retrieved from https://www.oecdlibrary.org/education susilowati, r. (2020). the challenges of online learning in listening class during covid-19 pandemic. edukasi lingua sastra (elsa) journal, 18(2), 56-72. https://doi.org/10.47637/elsa.v18i2.290 yarrow, n., masood, e., & afkar, r. (2020). estimates of covid-19 impacts on learning and earning in indonesia : how to turn the tide. e-book. jakarta: the world bank, © world bank, usa. retrieved from https://openknowledge.worldbank.org/handle/10986/34378 yoestara, m., & putri, z. (2019). podcast: an alternative way to improve efl students’ listening and speaking performance. englisia journal, 6(1), 15. https://doi.org/10.22373/ej.v6i1.3805 https://www.kemdikbud.go.id/main/blog/2020/08/penyesuaian-keputusan-bersama-empat-menteri-tentang-panduan-pembelajaran-di-masa-pandemi-covid19 https://www.kemdikbud.go.id/main/blog/2020/08/penyesuaian-keputusan-bersama-empat-menteri-tentang-panduan-pembelajaran-di-masa-pandemi-covid19 https://www.kemdikbud.go.id/main/blog/2020/08/penyesuaian-keputusan-bersama-empat-menteri-tentang-panduan-pembelajaran-di-masa-pandemi-covid19 https://www.oecd-library.org/education https://www.oecd-library.org/education https://doi.org/10.47637/elsa.v18i2.290 https://openknowledge.worldbank.org/handle/10986/34378 author index afifi, nur 120 rahmiati 69 agustina, hiqma nur 44 sulistyaningrum, siti drivoka 1 azwati, arima 39 samad, iskandar abdul 69 chemir, sileshi 97 savitri, adelia 21 hapsari, astri 82 slamet, setiawan 39 kitila, tamene 97 utami, luthfia putri 1 mattarima, siti maria ulfa 120 wahyuningtyas, dwi 21 novitasari 53 wahyuningsih, noverita 53 purwati, oikurema 39 widyastuti 135 qamaria, rezki suci 120 yulistiana, fania 135 redjeki, genti putri dwi 82 subject index a academic language skills 97, 98, 107, 110, 111, 114 assertive illocutionary acts 137, 138, 139, 140, 143, 144, 145 addie 27 b c communication skills 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20 critical thinking 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50 clil 53, 55, 56, 57, 58, 59, 62, 63,64, 65, 66, 67 d difficulties 97, 98, 99, 100, 101, 103, 104, 106, 107, 108, 110, 111, 112, 113, 114, 115 dramatic representations 23 e eap 97, 98, 99, 100, 101, 102, 104, 105, 106, 107, 112, 113, 114, efl 82, 83, 84, 87, 91, 92, 124, 131 f g h higher education 97, 101, 102, 113, 114 i interruption 136, 137, 138, 139, 140, 141 j l learning motivation 120, 121, 123, 124, 125, 126, 127, 128, 129, 130, 131 m mutual conversations 22 n needs analysis 97, 98, 99, 100, 103, 104, 110, 114 o p pandemic 82, 83, 85, 87, 91, 92 postgraduate students 39, 40, 42, 43, 45, 48, 49, 50 presidential debate 136, 138, 139, 143, 145 public speaking 1, 2, 3, 7, 8, 9, 11, 12, 13, 15, 16 q r s self-regulated learning strategies 82, 85, 86, 87, 91, 92 sociodrama 69, 70, 71, 72, 73, 76, 77, 78, 79 sociodrama technique 69, 70, 71, 72, 73, 76, 77, 78, 79 speaking 53, 55, 56, 57, 58, 59, 62, 64, 65, 66 study club 120, 124, 130, 131 syllabus 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 t tourist guiding 53, 55, 56, 59, 61, 63, 65, 66, traditional theatre 23 traditional art 24 w writing research methodology 39, 41, 45, 50 v z call for paper celtic: a journal of culture, english language teaching, literature, & linguistics is a peer reviewed academic journal managed by the english language education department, faculty of teacher training and education, university of muhammadiyah malang. it is published twice a year, in june and december. we welcome articles in the form of research reports or library research on english language teaching, literature, linguistics, and culture. generally, all manuscript received between december-may are allocated for june edition, while those received between june-november are for december edition. issn 2356-0401 (print), 2621-9158 (online); the article submission and publication are free of charge. celtic has been indexed in sinta (sinta 3), doaj, google scholar, base, crossref, garuda, dimension, road, and harvard library. check our author guide below for details on how to submit. author guidelines i. author guide authors are required to submit their manuscripts electronically by using the celtic online submission and review website. new authors are required to register first before they can send their manuscript at https://ejournal.umm.ac.id/index.php/celtic/user/register. existing authors can submit their manuscript after logging in to the website. any questions related to the online submission can be emailed to celtic@umm.ac.id. submission of a manuscript implies that the paper is the author(s)’ own work which has not been previously published, nor is it under consideration for publication elsewhere and that if accepted, it will not be published elsewhere in english or in other languages. to verify originality, your article will be checked using the originality detection service turnitin. authors are encouraged to carefully consider the list and order of authorship before submitting their manuscript. addition, deletion or rearrangement of authorship should be made only before the manuscript is accepted—such a request will not be processed after the work is accepted for publication. the request should be made in written and emailed to celtic@umm.ac.id. authors are required to acknowledge the financial support received for conducting the research and to briefly describe the roles of the sponsors, if any, in the study. see ‘template’ for the funding acknowledgment information. as a peer-reviewed academic journal, celtic requires its authors to strongly uphold academic ethics when conducting and reporting their research for publication. https://ejournal.umm.ac.id/index.php/celtic/user/register mailto:celtic@umm.ac.id mailto:celtic@umm.ac.id ii. manuscript preparation guidelines general format the manuscript should be between 5000 – 10,000 words, typed in ms word .doc format, single spaced and single column, using 12 point cambria font, on a4-size paper with 3 cm margins (all sides). and given bottom-center page number. a one-paragraph abstract (100 – 200 words) written in both english and indonesian should be included. the manuscript should be uploaded to celtic system and arranged in celtic standard format; title, authors, affiliation and email, abstract, keywords, introduction, findings, discussion, conclusion, and references. manuscript title the title should accurately describe the content (maximum 14 words, center alignment, all capital, bold, cambria 14, single space). authors the manuscript has the main author and, if any, co-authors with the full name of the author and co-authors (no abbreviation, no title), includes affiliation of each author and email address(es) clearly. denote the corresponding author clearly by giving star(*) right after the name. abstracts the abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. the abstract should be 100 to 200 words in length. abbreviations should be avoided and no literature should be cited. abstract is provided in english and indonesian languages. keywords the keywords should avoid general, plural terms and multiple concepts. do not use words or terms in the title as keywords. these keywords will be used for indexing purposes. keywords should be 3-5 words or phrases arranged in alphabetical order. keywords are written right after abstract and are provided in english and indonesian languages. introduction the introduction should provide a clear background, a clear statement of the problem, the relevant literature on the subject, proposed approach or solution, and clearly present the novelty of research or the latest innovation. it should be understandable to colleagues from a broad range of scientific disciplines. method this section describes the way the research was conducted. this should include (1) research design; (2) population and samples; (3) data collection techniques and instrument development; and (4) data analysis techniques. findings this section should present the results of research and at the same time give comprehensive discussion. the presentation can be made in sub-sections based on the research question(s). results can be presented using figures, graphs, tables, and other visual aids to help readers understand easily. the unit of measurement used should follow the prevailing international system. all figures and tables placed separately at the end of manuscript pages and should be active and editable by the editor. see our template. discussion the discussion section should present the highlights and significance of the findings. for that, deep interpretation about the results are expected. ensure that all research questions are addressed and relate the findings to the existing literature. profound exploration of theoretical significance related to findings and recommendation for further research and research implications are also expected in this section. when combined, findings and discussion sections should cover about 40-50% of the paper with balanced portion of both. conclusion the conclusion should be explained clearly. suggestion placed after the conclusion contains recommendation based on the research done or inputs that can be used by potential beneficiaries or future research. acknowledgment (optional) acknowledgment of supporting parties (i.e. sponsors), if any, should be written here. the acknowledgment must be written briefly and clearly, avoid hyperbole acknowledgment. references the main references are international journals and proceeding. all references should be to the most pertinent and up-to-date sources. the references mentioned should be the ones used in the paper. citation and referencing must be written based on apa style 7th edition which is organized by using referencing tools. celtic recommends using the latest version of mendeley(see mendeley user guidelines). iii. celtic template title cambria 14, bold, spacing 1, no more than 14 words, all capital author 1 full name*, author 2 full name author 1 affiliation (department, faculty), country (corresponding*) author 2 affiliation (department, faculty), country (if different) (contact person: preferably whatsapp number; which will be deleted upon review process and publication) abstract abstract is approximately 100-200 words and written in single space. make sure to include your research aims, methods, findings and implications of the study. keywords: 3—5 keywords; cambria 10; italic; alphabetically arranged abstrak provide a translation of abstract in indonesian language. (overseas authors may opt to leave this blank and leave it to the journal manager) kata kunci: 3—5 kata; cetak miring; disusun alfabetis introduction the manuscript should be between 5000 – 10.000 words, typed in ms word .doc format, single-spaced, including references and appendices. indent the first lines of all the paragraphs by 1 cm and do not leave a space between paragraphs. use a4 paper, margins 3 cm, cambria 12 font. present a comprehensive background of the study, followed by current and update literature review. minimum 2 research papers from previous celtic journal publication must be cited either in this section or in discussion section. end this section by highlighting the novelty of the study, clearly stating the specific aims of the study, including the literature gap and the significance of the study. e-issn: 2621-9158 p-issn:2356-0401 *correspondence: corresponding author email submitted: 3 april 2021 approved: 3 april 2021 published: 3 april 2021 citation: inayati, n. (2021). the template of celtic journal 2021. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 1-21. doi: 10.22219/celtic.v9i1. xxxx instead of inserting figures or graphics directly, it is suggested to use text box feature in ms. word to make them stable towards the format changes and page shifting. method subheading level 1 subheading level 2 findings subheading level 1(research question #1) subheading level 2 subheading level 1(research question #2) subheading level 2 table 1. table format table head table column head table column subhead subhead subhead copy more table copya a. sample of a table footnote. (table footnote) figure 1. example of image information discussion please refer to the author guideline in celtic website for the detail of the contents of each sections. conclusion this part provides the summary of results and discussion which refers to the research aims. thus, the new principal ideas, which are essential part of the research findings, are developed. conclusions should answer the objectives of the research. tells how your work advances the field from the present state of knowledge. without clear conclusions, reviewers and readers will find it difficult to judge the work, and whether or not it merits publication in the journal. do not repeat the abstract, or just list experimental results. provide a clear scientific justification for your work, and indicate possible applications and extensions. you should also suggest future experiments and/or point out those that are underway. the suggestions, which are arranged based on research discussed-findings, are also written in this part. these should be based on practical activities, new theoretical development, and/or advance research. acknowledgment if any, indicate sources of funding or significant assistance received in carrying out the study and/or preparing the manuscript before the references. references use apa style 7th edition for in-text citations (author, year) and the reference list. if there are “direct quotes, then provide the page number” (author, 2021, p. 24). if you are citing more than one reference, put them in alphabetical order (alpha, 2020; beta, 2021). secondary citations are limited to two (2). do not use footnotes. every in-text citation must correspond to an entry in the reference list and vice-versa. celtic strongly recommends using the latest version of mendeley referencing manager. minimum 30 references are required with 80% taken from current (within 10 year) research papers (journal), and 50% from reliable research papers (e.g. wos/scopus indexed or sinta 2 and above). please also note to cite and quote relevant papers in the previous celtic publications available in the ‘archive’ section of celtic website http://ejournal.umm.ac.id/index.php/celtic/index references (examples) ansori, m. (2019). this is an example of a reference taken from an online journal paper: always include the doi. celtic: a journal of culture, english language teaching, literature, & linguistics, 6(2), 1-13. https://doi.org/10.20961/ijpte.v2i1.18254 american psychological association. (2021). this is an example of a reference taken from a website. retrieved from http://apa.org/ethics/code/index.aspx brown, a. j. (2019, october 21). this is an example of a reference taken from a periodical such as online newspaper. time. retrieved from http://www.time.com/article/0,8599,00.html creswell, j. (2020). this is an example of a reference taken from a book (4th ed.). boston: pearson education inc. appendix (if any) http://ejournal.umm.ac.id/index.php/celtic/index https://doi.org/10.20961/ijpte.v2i1.18254 http://www.time.com/article/0,8599,00.html 235 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index autonomous mobile-assisted language learning for young learners using duolingo nurul annisa saraswati*, syafi’ul anam, oikurema purwati universitas negeri surabaya, indonesia abstract learning english through mobile-assisted language learning (mall) platforms has become a demand in english as a foreign language (efl) and english for second language (esl) learners globally, and one of the platforms is duolingo. this case study was conducted in order to find out the impact of duolingo, which is assumed to be useful in enhancing self-regulated learning for young learners and the parents’ attitude in supporting the learning. this study used a qualitative method in data analysis, and the data were collected through observation and semi-structured interviews of the participant and the parents. the finding of this study revealed that the use of duolingo could enhance the learner motivation and attitudes in learning english autonomously as well as actively practicing the language in a real situation. the participant showed active engagement in learning english autonomously with duolingo, and the parents also found the platform to be useful in supporting the participant’s learning process. hence, i n this study, learning english through the duolingo application can support autonomous efl learning without the barrier of space and time. however, as this research was a small-scale case study, and further research is recommended with a larger scale of participants and other mall applications. keywords: autonomous learning; efl; learning motivation; mobile assisted language learning (mall) abstrak belajar bahasa inggris dengan gawai dan aplikasinya telah menjadi tren secara global dalam pembelajaran bahasa inggris sebagai bahasa asing (efl) dan bahasa inggris sebagai bahasa kedua (esl), dan duolingo menjadi salah satu contoh aplikasi gawai yang terkenal saat ini . studi kasus ini dilakukan untuk mengetahui dampak duolingo sebagai sarana belajar dalam meningkatkan kemampuan bahasa secara mandiri. penelitian ini mengaplikasikan metode kualitatif untuk analisis data dan pengumpulan data dilakukan melalui observasi dan interview terstruktur pada subjek dan orangtua. hasil dari penelitian ini menunjukkan bahwa penggunaan aplikasi belajar bahasa duolingo berguna dalam menambah motivasi belajar secara mandiri dan mempraktekkan apa yang telah dipelajari dalam kehidupan nyata. peserta menunjukkan keterikatan aktif dalam belajar bahasa inggris secara mandiri dengan duolingo dan orangtua dari peserta juga setuju bahwa aplikasi tersebut bermanfaat untuk mendukung proses belajar dari peserta. karenanya, dalam penelitian ini, mempelajari bahasa inggris dengan aplikasi duolingo dapat mendukung pembelajaran bahasa asing secara mandiri tanpa batasan ruang dan waktu. namun, karena penelitian ini adalah studi kasus berskala kecil, penelitian lebih lanjut diperlukan untuk penelitian dengan peserta berskala besar dan dengan menggunakan aplikasi pembelajaran bahasa secara online lainnya. kata kunci: mall; motivasi; pembelajaran bahasa; pembelajaran mandiri e-issn: 2621-9158 p-issn:2356-0401 *correspondence: nurul.19034@mhs.unesa.ac.id submitted: 19 june 2021 approved: 24 december 2021 published: 28 december 2021 citation: saraswati, n. a., anam, s. & purwati, o. (2021). autonomous mobileassisted language learning for young learners using duolingo. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 235-246. doi: 10.22219/celtic.v8i2.16959 nurul annisa saraswati, syafi’ul anam, oikurema purwati autonomous mobile-assisted language learning for young learners using duolingo 236 introduction the changing trend of information and communication by integrating technology has made the revolution in teaching and learning a second language. continuous learning in this technology era requires several important skills such as learning and adapting to the recent innovation, digital literacy, as well as career skills for the user or learner to be able to make the best use of technology in conducting self-regulated learning (sun, et al., 2017). the teaching and learning activities by integrating technology have become a huge trend especially in applying distance learning or online learning. the development of technology has enabled people to access various language resources online, including learning a new language to embrace english as a lingua franca. english as a lingua franca has made society becoming more multilingual (kirkpatrick, 2011). recently, society has become increasingly diverse due to globalization, and the demand for acquiring more than one language has increased. the huge growth in diversity contributes to a super-diverse society. moreover, the essential need to be able to use english as a tool to interact globally has made the language learners attracted to the culture of the target language (lamb, 2013). this diverse society can also be observed in the school domain where the diversity of the students is visible with the addition of various linguistics which makes the individual multilingual. multilingual is related to a person’s level of language competence. commanaru and dewaele (2015) stated that multilingual is the proficiency related to the acquisition of more than one language. there is no clear cut between bilingual and multilingual. wei (2013) mentions that the common term of multilingual refers to someone who can use two or more languages in conversational interaction. among multilingual, even if they acquired the same languages in the same community, their language preference might be different because of the difference in their proficiency level in each language. an individual acquires language input from different sources, settings, and their language preference change depending on the situation that they are in (larsen-freeman, 2015). one of the sources of learning to acquire additional language is by learning autonomously using technology. to support learners in acquiring a new language, integrating language learning with technology has shown positive outcomes in target language learning outcomes (sylven & sunqvist, 2012). mobile assisted language learning (mall) as one of the latest evolutions in technology has innovated the new possibilities in a new way of learning languages. the viewpoint and acceptance of mall were discovered to be important in affecting the language learners’ attitude and learning engagement (yoo & han, 2013). mall is one of the important technologies in enabling the learner to acquire and learn language autonomously. learner autonomy is divided into two important divisions: 1) the capability to apply self-regulated learning opportunities in a distinct situation, and 2) the willingness to direct oneself into learning in various settings and backgrounds (stolk et al., 2010). one of the most popular language-learning apps that can be used autonomously nowadays is duolingo. duolingo is a free language learning application that can be accessed over the web and mobile devices. duolingo uses interactive illustrations, gamified design with point rewards and instructions. translation from the first language or from english to another language is a crucial celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 237 part of this language learning platform. the user can choose many languages and learn more than one new language on it. before duolingo gives the learner task in order to be completed, the platform first asked the user if it is the first time the learner is exposed to the language or not. after that, duolingo gives some questions for the students in the target language to know which level of the language that the student should learn. inayati et al.’s (2021) study showed that the students expressed high awareness in practicing self-study outside of the classroom setting in order to support what they have been learned in the classroom. having self awareness in learning english is essential for the students to establish long-term language learning activities. the challenges that the students face are in terms of technical factors like limited study resources and assessing the learning activity. by using duolingo, the learners can start to learn the language on their gadgets interactively and can explore various learning materials featured in the application. in duolingo, there are various kinds of english exercises. for example, one exercise demands learners to translate a sentence from the second language (l2) to their first language (l1). the sentence served in l2 needs to be translated to l1, and the learners are expected to do it by rearranging the jumbled words into a correct translation. another exercise is a practice to match the word meaning from l1 and to l2 or vice versa. in addition, the other exercises involve a listening activity that asks the learner to listen to the word or sentence and type it on the application. duolingo also gives the learners speaking exercises that ask them to say words or sentences that are written on the screen. the opportunity for the learner to try to pronounce words and to be given immediate feedback is really important in second language learning especially for young learners as they may have not learned the second language phonemic rules extensively. based on the example of the duolingo application mentioned previously, unifying a technology with second language learning instruction can enrich the possibilities in making various learning activities that can accommodate different language learning preferences among the students (hwang, hsu, & hsieh, 2019). a study conducted by fehr et al. (2012) in vocabulary learning supported by computer-assisted language learning (call) showed that teaching english vocabulary by using call can improve the students’ vocabulary scores. it was found that using computer-adaptive technology can be a convenient means in introducing the learner to words in order to increase students’ vocabulary learning and mastery of a second language. furthermore, mobile-assisted language learning (mall), as a part of call, is considered to be reliable language learning aid by the users as it can improve the language skill mainly vocabulary and increase learner engagement in the learning process. in the study conducted for young learners, the mobile application provides chances for the participants to learn english enjoyably and can be accessed on their own. the language learning applications were wrapped in an attractive fun game with several levels of difficulty and there were rewards if the user got the right answer. mall applications helped the english teaching beyond the classroom for you learners (chik, 2014) mobile device game-based learning not only can increase the student’s performance in learning in a fun way but also can raise the student’s motivation as it generates new experiences to enhance the student’s interest during the learning process (chen, liu, & huang, 2019). mall is one of the convincing tools nurul annisa saraswati, syafi’ul anam, oikurema purwati autonomous mobile-assisted language learning for young learners using duolingo 238 that is supporting self-regulating learning in a way that the learners can access the learning material and exercises based on the subject or topic that is interesting for them. in recent studies, mall is proved to be a favorable way of teaching and learning the target language, and the learners’ attitude towards it holds a vital role in its practice (metruk, 2019). mobile technology allows learners to download various learning resources as well as gives them a sense of control over their learning choices with the support of the instructor and another fellow learner. given the freedom to choose what they want to learn based on their interest will give the learner the autonomy and possibility to learn the language in an enjoyable way as there is less pressure as they can also learn outside the school. in addition, it can also enhance students’ motivation and confidence which results in a positive language learning attitude and achievement (hao, lee, and sim, 2019). the application of technology for media in supporting language learning such as video, flashcards, powerpoint, and other picture-related media enhance the students’ engagement in learning english in the classroom (sudiran, 2017). vocabulary teaching by using gamification such as the game computer of snake and ladder was found to be useful in building up students’ vocabulary comprehension for students (fitriana & maro, 2018). learning language using mobile technology enable the learners to expand their learning process outside of the classroom and can be accessed everywhere without the limitation of space and time (looi et al., 2016) compared to traditional learning activity which only depends on face-to-face classroom meeting and the material source is only the printed book. i̇n integrating the technology by using laptops and smartphones, duolingo is one of the popular language-learning applications or platforms that can be accessed by the learner of the target language. a study about the effect of a mobile application for young learners to improve speaking skills showed that mobile technology helped in improving young learners’ english-speaking skills because it helped the young learners become more engaged in learning english, decrease anxiety, and made the learning process more fun (sun, et al., 2017). regarding the duolingo application as a currently popular mall applications, three elements are provided by the application to help learners master the second language: (1) spaced repetition, (2) interleaving, and (3) automatic feedback. interleaving is multiple variations of tasks that are provided by duolingo. interleaving tasks will support the learner to get a better result in vocabulary learning for instance in collocation where the learner can draw a connection between words rather than learn the word individually. interleaving is accomplished through mixing the exercises in each session of level. in automatic feedback, duolingo supports the learning element in two ways. first, it informs the learner if the answer is correct or not, and it also provided a simple explanation if the answer is incorrect. strambi and bouvet (2003) mention that knowing their mistakes will help the learners to be able to identify the error aspect of their interlanguage which can let them look for assistance from other sources. however, it is important to understand that duolingo is heavily related to the activity of translating from the source language to the target language. in order to use this platform, the learner is translating sentences that contain words that are used frequently. focusing on the form instruction of translation results better in language acquisition compared to meaning-focused instruction (laufer & girsai, celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 239 2008). duolingo teaches 3000 to 5000 lexemes in each course of each level. each of the courses consists of five levels that can help the students strengthen their mastery of the target language. there are various studies about using technology in learning english, however, there were only a few pieces of research that discussed mall that is applicable for autonomous learning by young learners. therefore, this study tried to discover important learning factors of autonomous english learning using mall applications, especially for young learners. this study specifically aimed to reveal the factors which make young learners willing to spend more time learning english by using duolingo. to achieve the study’s objectives, three research questions are formulated below. 1. what are the factors that motivate a young learner to learn english using duolingo? 2. how does the learner perceive the use of duolingo as a language learning platform? 3. how do parents involve themselves in their child’s autonomous english language learning using duolingo? method this research employed a qualitative method. the qualitative research was applied to get detailed information related to the topic being studied (cresswell, 2016), in this case, the autonomous learning of the participant using the duolingo application. the data collection, observation, and interviews of the participant and the parents were done in natural settings. this study was being done by using a case study as it applied to get in-depth and various sources of data collection about a certain phenomenon. the participant of this study is a 9-year-old student and both of the parents to get additional data about the participant. the participant was chosen using convenience sampling. this sampling technique was used because the participant was available and convenient to be part of the study (byrne, 2001). the participant was in 3rd grade and exposed to english at school as one of the school subjects. the participant has been learning english for 2 years and sometimes communicates using expressions in english with parents by mixing it with the participant’s first language, indonesian. the participant already accessed the language learning platform duolingo for over 3 months over the pandemic situation which required the participant to do online school. the parents introduced duolingo app for the participant to make the best use of using gadgets. they wanted the participant to learn the language in a fun way to enhance their english performance in school, which for now have been done online. this study was designed to find out how the participant learns english independently using mobile-assisted language learning of duolingo and the parent’s behavior towards the participant’s performance in learning the target language. moreover, data collection is also being done to know the participant’s and parents’ perception of the importance of learning english with the online platform of duolingo as well as the importance and participant’s expectations in learning the target language of english as lingua franca. the participant was observed for 6 meetings in total which were scheduled when it was convenient for the participant and the parents. nurul annisa saraswati, syafi’ul anam, oikurema purwati autonomous mobile-assisted language learning for young learners using duolingo 240 the researcher took field notes in form of an observation sheet in every meeting when the participant accessed duolingo. to get adequate data about the participant’s performance and the application of duolingo, a semi-structured interview was also implemented with the participant and the participant’s parents. the qualitative data were analyzed using an interactive model by conducting data condensation, data display, conclusion drawing, and verification (miles, huberman, & saldana, 2014). the interviews were recorded and then being transcribed. to check the interrater reliability, after the recording was transcribed, the transcription was handed to another rater. after that process, the result of the analysis was compared and presented. findings here is detailed information about the results of the observations and interviews which answer each of the research questions of this study. factors that motivate the learner to learn using duolingo the data of the interviews showed that the participant used the duolingo language learning app frequently as he stated that duolingo has a lot of fun features such as mini-stories, interactive flashcards with moving pictures, and other interesting features. the participant expressed that accessing duolingo was enjoyable because he could see various interactive pictures, listen to funny stories that he could share with his parents, and find various exercises. the interview s also had shown some factors that motivated the participant in accessing duolingo. because the participant is still young, parental guidance was still needed for limiting the mobile device screen time. as the parents allowed the child to access duolingo, it made the participant excited because he could access duolingo which seem ed like a game to him. the participant also liked it that whenever he got the right answers in the duolingo exercises, the app gave him stars which would help and motivate him to get to a higher level of the exercises. moreover, the participant also mentioned that some words and phrases that he found while using duolingo were also taught in his school's english lesson which made him eager to use duolingo more as it helped him comprehend his school work. some of the words were fruit vocabulary, such as “apple”, and “orange”, and phrases in greeting, such as “good morning” and “how are you?”. during the data collection, the participant did not only access duolingo on weekdays but also accessed it on the weekend. the parents mentioned, “on the weekend, my child only wants to play and does not want to have anything to do with learning, but he is okay to open duolingo. he does not realize that it is part of learning language as well”. usually, the participant did not want to study during the weekend, but with duolingo, the participant still wanted to learn. in process of learning by using duolingo, sometimes the participant also asked his parents if he did not understand the exercise or the meaning of a word. the immediate feedback from the parents was beneficial for the participant in increasing his english skills because being able to apply it in real life would strengthen his lexical input. the compliment from the parents also increased the participant’s motivation to do more in english learning using the app. the teaching and learning of english at home was observed to be useful for the child’s second language celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 241 development especially in covid-19 pandemic time as the participant spends most of the time at home. learner’s perception of learning english using duolingo the participant perceived duolingo as more like a game rather than a learning app. the participant accessed duolingo because he wanted to have fun, and was not fully aware that doing the duolingo activities could help him in developing his english language acquisition. when accessing duolingo, the participant answered the exercises by recalling what he has been learned and already understood. then, he also applied his knowledge to answer the questions while using the newly acquired l2 knowledge. since the beginning of learning using duolingo, the participant actively sought help from the parents if he found some problems in completing the exercises as well as making sure that his comprehension of the material being taught was correct. the interview results from the parents showed that they were always trying to help the participant to get a clear idea about what was being learned and accommodate the participant with immediate feedback. they were also supportive of the participant’s english learning process through the duolingo platform. although learning by using duolingo can be done independently , the parents still believed that monitoring their child’s learning process as well as the child’s screen time was important. the parents also helped the participant to practice the lesson that had been learned to enhance the second language input by practicing it in real-life situations. the main reason that the parents encouraged the participant to learn a new language using duolingo was that the participant spent a lot of time using the gadget in which they believed that duolingo could make the best use of that screen time. parents’ involvement in their child’s english language learning activity parents have a crucial role in the development of the participant’ learning, especially in making progress with his language learning. based on the result of the observation, the parents mostly guide the participant in accessing the duolingo platform because he has not had his gadget. the very first time the participant used duolingo, he had no idea how to access it. parents’ involvement in accessing duolingo makes the learning process meaningful as the participant did not only interact with the app but also has active interactions with his parents. the observation also showed that the parents usually take turns in helping the participant access the app. at the very first time when the parents introduced duolingo to the participant, the parents guided the participant all the way through in using the app. for now, the parents usually helped the participant when he wanted to move from one type of exercise to another, such as from answering vocabulary tasks and moving to the reading parts. in addition, the parents also tried to build a suitable environment for the participant to get used to english. for instance, the participant has some posters about vocabulary in english and storybooks in english. when the participant watched television, the parents accommodated him with tv channels that used english. the interview showed that the parents were not excelled in english when they were still in school as english was being taught. none of the parents had experience in using english language applications before duolingo. both of the parents acquired english through the time nurul annisa saraswati, syafi’ul anam, oikurema purwati autonomous mobile-assisted language learning for young learners using duolingo 242 when they were still students and were sometimes exposed to it in their working environments. the parents revealed that they were aware that having adequate english skills would benefit their child in the long run. therefore, they tried to introduce english to the participant at a young age to make him acquire the language easier and get used to it better. in their household, although indonesian was used most of the time, the parents still tried to use simple daily english expressions in conversing with the participant. for the participant to strengthen his english output through duolingo, the parents also try to use vocabularies or expressions that the participant had been learned through duolingo. by doing this, the parents were hoping that the child would have a lot of lexical inputs and could express them in real-life situations. before using duolingo, the parents have tried to introduce english at home to the child by buying the child's storybook in english to read for bedtime. the parents used to read the story to the participant then explained the content of the story using the participant’s mother tongue. however, the parents found the method to be ineffective because the child did not produce any expression in english. in addition, when asking about the story, the parents and the participant used indonesian. that was one of the reasons why the parents tried to find a way in supporting their child to develop his english at home in a way that the participant was interested in without the burden of having the task to study. although the participant already got english lessons at school, the parents felt the need for him to have more english input outside of the school setting. in indonesia, english lessons are usually taught only once or twice a week. by having more chances to get english input outside of the classroom, the chance to acquire the language is increased. thus, the parents actively supported the participant in learning english using duolingo by helping him move from one type of task to another and try to recall the english inputs that have been learned. discussion the result of the study found that the participant spent a lot of time learning a language using the duolingo platform as it was perceived as more fun and interactive for it served the user with pictures and interactive activities. the visual activity that is served by the application improves the participant’s motivation in learning as it is full of pictures and colors. teaching english vocabulary using technology can improve the learner’s motivation to learn (wang & young, 2014). this is in line with chen et al.'s (2018) study which found that the usage of english vocabulary learning using application makes the learners’ learning performance better, and it also impacts higher learning motivation than those students who are not. in addition, it also makes the students engage more in independent learning or self-regulated learning. the participant also perceived that learning english through duolingo was accessible and challenging. therefore, teaching and learning english with the help of technology can improve the learning outcome of the target language. one of the reasons the participant kept up with answering the exercises from duolingo was because duolingo gathered all the participant’s points and performances and turned them into ranks. this example of learning language through gamification was found to be beneficial for english learners, especially in vocabulary acquisition and the increase of the learner’s will to study (fitriana & celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 243 maro, 2018). in addition, several aspects motivate people to learn a second language such as travel purpose, friendship, knowledge, and other reasons for language learning that are shared by the learner for their motivation to get in contact and identification with the speaker of the target language (noels, pelletier, clement, & vallerand, 2003). the result from the interview showed that the participant had motivation in learning english because he wanted to be able to communicate with parents or in the future talk with people who speak the target language. the participant already used duolingo to learn english often without the parents asking him. as for the participant's perception, english was considered fun to learn. this is the example of intrinsic motivation as the learner sees it as an enjoyable activity whereas extrinsic motivation is the behavior that is being done to achieve the language learning goals (li & han, 2018). in using duolingo to learn english, the participant often accessed it even without his parents' commands which proved that mobile-assisted language learning can be an effective tool to make improvements in learners’ attitude and learning engagement (yoo & han, 2013). when accessing duolingo, the participant answered the exercises by recalling what has been learned from the previous questions and explanations. next, he continued further as he already understood the meaning of the words, phrases, or sentences, then applied his knowledge to answer the questions as well as used it in real-life situations. the process of acknowledging new knowledge, comprehending the information, then applying it in line with bloom’s taxonomy (bloom, krathwol, & masia, 1984). the participant in this study showed the lower level of thinking that was shown by the act of recalling the information, being able to explain it, and using it in particular situations. this lower level can be found familiar in a beginner-level learner. as the participant was still a young learner, being able to retain this lower level of thinking skill is an advantage for him. parental supports played a significant role in a child’s language learning process and outcome. as in this study, supports from the parents in introducing duolingo to the participant and helping him in learning and practicing what has been learned in real-life situations showed to be beneficial for encouraging the participant to practice the language and engage in the english learning process. wigfield et al. (2006) mentioned several parental circumstances affecting children’s behavior in learning a second language in school achievement and motivation: (1) family and community characteristics (parental education level and profession); (2) parents’ attitudes ( parental association in supporting the children in academic aspect such as in school); (3) parenting style (ways that the parents raise the children, value of the child’s achievement in the school); parents and children relationship and belief ( parents’ viewpoint of the children’s proficiency, parents’ outlook about the children’s success in future). the study conducted by goldenberg et al. (2008) showed that parents can support their children's second language acquisition by guiding their children’s academic studies. for example, the parents can help by providing children with books and practicing the target language with the children to enhance the children’s language input and make the children familiar with the target language being learned as the children are exposed to it as often as possible. these theories show that the parental factor affects the children’s development in second language acquisition just as what has been shown in the nurul annisa saraswati, syafi’ul anam, oikurema purwati autonomous mobile-assisted language learning for young learners using duolingo 244 findings where the parents support the participant in learning english autonomously using duolingo. conclusion in conclusion, this study found that integrating mobile-assisted language learning in autonomous learning can improve learners' motivation in language learning. the participant perceived that learning a language through the duolingo app on a smartphone is a fun and game-like activity. in addition, learning using this integrated technology was revealed to be useful in increasing language learning engagement as the learner focused on the learning which resulted in positive lexical input. for the young learners, the learning process using technology and the internet should be done under parental guidance to get the best use of it, in addition to the parents’ actions in supporting self-integrated learning outside of the classroom. as this study was a case study of a single participant; therefore, the result of this study might be different if it carries out in different settings, with different participants, or with any differences in other aspects. thus, for future research, it suggested conducting research that involves a bigger population in other age groups and another language app that can use to support the learning process. references bloom, b. s., krathwol, d. r., & masia, b. b. 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(2013). the effect of the attitude towards e-learning: the employees' intention to use e-learning in the workplace. international journal on e-learning, 12(4), 425-438. retrieved october 23, 2021, from https://www.learntechlib.org/primary/p/38480/. 140 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index beyond the implementation of projectbased assessment in elt: benefits, challenges, and teachers' strategies navisatul izzah*, laksmi diana upn veteran jawa timur, indonesia abstract there have been many assessment methods used in elt classrooms, including project-based assessment. however, little is known about why this assessment method is suggested, what should be anticipated in the classroom, and how teachers overcome issues in the classroom. regarding those research gaps, this paper aims to investigate the benefits, emerging challenges, and strategies from the teachers’ point of view. this study uses a qualitative case study as the research method to investigate the topic raised in depth. the findings show four benefits offered by the project-based assessment such as the improvement of students’ collaboration and teamwork skills, students’ creativity, critical thinking skills and bonding between students. the challenges were students’ time management and free-riders. the teacher participants in this study overcame these challenges by grouping students, structuring the tasks and motivating students, collaborating with other subjects, and conducting self and peer-assessment. keywords: elt; project-based assessment; teachers strategies abstrak sudah banyak metode penilaian yang digunakan di kelas bahasa inggris termasuk penilaian berbasis proyek. penelitian-penelitian sebelumnya sebagian besar berfokus pada penerapan metode penilaian, persepsi guru dan siswa, dan bagaimana metode penilaian ini dapat dikembangkan. masih sedikit yang diketahui tentang mengapa metode penilaian ini disarankan, apa yang harus diantisipasi di kelas, dan bagaimana guru mengatasi masalah di kelas. berdasarkan kesenjangan penelitian tersebut, penelitian ini bertujuan untuk menyelidiki manfaat, tantangan yang muncul, dan strategi dari sudut pandang guru. penelitian ini menggunakan studi kasus kualitatif sebagai metode penelitian untuk menyelidiki topik yang diangkat secara mendalam. hasil dari penelitian ini menunjukkan empat manfaat yang ditawarkan oleh penilaian berbasis proyek seperti peningkatan keterampilan kolaborasi dan kerja tim siswa, kreativitas siswa, keterampilan berpikir kritis, dan ikatan antar siswa. tantangannya adalah manajemen waktu dan free-rider. partisipan dalam penelitian ini mengatasi tantangan tersebut dengan mengelompokkan siswa, menyusun tugas dengan sistematis dan memotivasi siswa, berkolaborasi dengan mata pelajaran lain, dan melakukan penilaian diri dan penilaian sejawat. kata kunci: pengajaran bahasa inggris; penilaian berbasis proyek; strategi guru introduction the emergence of the 2013 curriculum has changed many education aspects: the teaching learning process, assessment, and teachers’ perceptions toward their practice. this research study focuses on teachers’ perceptions on an assessment e-issn: 2621-9158 p-issn:2356-0401 *correspondence: navisatul.ar@upnjatim.ac.id submitted: 27 september 2021 approved: 17 november 2021 published: 11 december 2021 citation: izzah, n & diana, l. (2021). beyond the implementation of projectbased assessment in elt: benefits, challenges, and teachers' strategies. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 140-151. doi: 10.22219/celtic.v8i2.18208 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 141 model used in the 2013 curriculum (2016 revised version) called project-based assessment, especially in the benefits, challenges, and teachers’ strategies in implementing the project-based assessment. the term project-based assessment is often complicated by the use of various terms, definitions, and understandings in the previous literature. it is, therefore, necessary to clarify how project-based assessment is defined in this study. this study defines project-based assessment as an assessment method that involves projects or several activities done in a certain period of time (dwyer, 2008). it aims to measure students’ competence toward the learning material and the achievement of the learning outcome. in a study by hanardi (2015), project-based assessment is defined as a combination of projects and assessments. he further explains that project-based assessment is a tool to measure whether the teaching learning process achieves a subject’s learning objectives. this study also mentioned that project-based assessment might include portfolio, observation, self and peer assessment, and teachers’ feedback. according to barge (2010), a project-based assessment provides students with a clear description of the teachers’ pedagogy, the integration between theory and practice, and the learning objectives. some previous studies have indicated the benefits of conducting a projectbased assessment. in a study by ofrim-stăncună (2014), project-based assessment appeared to benefit young learners in acquiring a foreign language. in addition, a study by holmes and hwang (2014) found that the use of this assessment method appears to motivate students, improve their critical thinking skills, and make them appreciate their peers. this argument was further confirmed by the findings of cirit’s (2015) study, which revealed that elt pre-service teachers prefer to use alternative assessment due to the benefits in which it enhances students’ learning, provides continuous assessment on their progress, increases interaction between peers, gives them more detailed and practical feedback, and improves their critical thinking skills. project-based assessment is an authentic assessment that is considered as one of the appropriate assessment methods for project-based learning. however, in some articles, the term project-based learning can also be referred to as projectbased assessment since the project is done at the end of semester. the benefits of the project-based learning or project-based assessment are revealed by simpson (2011) which showed that the use of project-based learning gives benefits to the students in terms of improving students’ teamwork skills, higher-order thinking skills, presentation skills, and confidence in using english. furthermore, the result of a study by mafruudloh and fitriati (2020) also showed that the implementation of project-based learning promotes students’ collaborative work in performing dialog. the students showed their effective and meaningful work in fulfilling their comprehensive tasks. however, despite the benefits of project-based assessment, some challenges are found in this assessment practice. the most common challenge is time management (shome & natarajan, 2013). for the students, this is related to how to manage the workload and finish their projects within the time frame. meanwhile, teachers often feel that assessing students’ projects is time-consuming. the second challenge is grading individual students in a group project (shome & natarajan, navisatul izzah, laksmi diana beyond the implementation of project-based assessment in elt: benefits, challenges, and teachers' strategies 142 2013; williams, 2017). as already known, providing individuals with group grades is somehow unfair. there are always some people who do not contribute (freeriders) and some who contribute more. however, providing an individual grade is not an easy job for teachers. recognition of the difficulties in grading individual students in a project was discussed by williams (2017). his findings suggested that teachers should use several assessment tools such as self-assessment and peer-assessment. he further explained that teachers were recommended to involve students and use selfassessment and peer assessment rubrics in assessing collaboration and participation. then, teachers acted out their role in assessing the final product to provide a group score. in the end, the teachers combine these two scores to produce the individual scores. this study is part of a larger project entitled “exploring tesol teachers’ perceptions of project-based assessment in elt classroom.” while the previous study conveyed the teachers’ project practices, views, and feelings, the present study focuses on the benefits, challenges, and teachers’ strategies in the implementation of the project-based assessment. the exploration of these three aspects aims to give further descriptions of the implementation of the project-based assessment done by teachers. furthermore, the findings revealed in this study can be used as teachers’ consideration and anticipation before implementing the project-based assessment. the following research questions used in this study: 1. how do teachers perceive the benefits of project-based assessment in their classrooms? 2. what are the emerging challenges in the implementation of project-based assessment? 3. what are teachers’ strategies to better configure this type of assessment? method a qualitative case study is chosen as the research method used in this study. this study aims to investigate the benefits, challenges, and teachers’ strategies in depth. furthermore, the qualitative case study is the appropriate method to explore about the state of being or state of mind such as thought and feeling (strauss & corbin, 1998). additionally, this method allows the exploration of complexities of a phenomenon (leedy & omrod, 2010) which in this study was the teachers’ projectbased assessment practice. a qualitative case study also maintains the holistic and meaningful character of the real-life events (yin, 2003). the research instrument of this study was interview. interview is the most prominent research instrument for the qualitative case study (bryman, 2016). it is also used in many research studies related to teachers’ perceptions and teaching practice. this study used a semi-structured interview to guide the researcher during the interview without limiting the participants’ responses (bryman, 2016). it also gives opportunities for the researcher to develop the questions to address more issues related to the research questions. following the method, this study used purposive sampling. the purposive sampling was considered as the most appropriate method of this study since generalization was not the focus of this study (merriam, 1998). furthermore, this study used a snowball sampling approach in which the researcher approached the celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 143 potential participants who have experiences relevant to the research (bryman, 2016). the researcher approached some of her friends who work as an english teacher and asked some preliminary questions about their teaching practice. from this circle, the researcher further asked these teachers if they have any other friends who also implement the project-based assessment as one of the assessment methods in their elt classroom. this aims to get a wider range of potential participants while maintaining the required criteria for the participants in this research. four teachers called ‘deborah’, ‘irene’, ‘vivian’ and ‘lily’ (pseudonyms) fulfilled the criteria and were invited to participate in this research. they all have taught english for more than a year and implemented the project-based assessment in their teaching practice. furthermore, they all graduated from the english education study program which supports their career as english teachers. they also use the latest curriculum (2013 curriculum), where the use of project-based assessment is highly suggested. the data collection was done after fulfilling the criteria from the ethics manager at monash university. the researcher firstly contacted the participants through whatsapp messages, made some conversations, asked how the participants were doing, and told the participants about the research. this follows yin’s suggestions (2014) about the importance of building rapport and gaining trust in the data collection process. the researcher asked for participants’ consent and explained the aims of the research. the participants were interviewed based on the schedule they preferred. furthermore, the researcher ensured the participants’ confidentiality by conducting the interview separately, on different days and places. the interviews were done face-to-face and lasted for 30-45 minutes for each participant. the interviews were audio-recorded with the participants’ consent. the audio recordings enhance the transcription process (dyson & genishi, 2005; merriam, 1998) in the data analysis. the researcher also took some notes of important points that the participants revealed during the interview process. the research instrument in this study was a semi-structured interview. the researcher adapted questions developed by merriam (2002) to investigate teachers’ experiences in implementing the project-based assessment. since the interview was semi-structured, the interviews were not limited to these questions. instead, these questions were only used as initial questions as well as guidance for the researcher to interview the participants. more questions related to the issue might appear in the middle of the interview to either clarify the participants’ statement or to ask for further information (denzin and lincoln, 2003). since the research instrument used in this research was an interview, the raw data of this research were the interview transcripts. first, the researcher used thematic analysis to analyse the transcripts. then, the researcher identified some relevant themes through coding the transcripts. additionally, the researcher gave labels to make the data well-managed and easy to analyse. through this process, the researcher had built her initial interpretation. after sorting the data, the researcher read the data interpretively and reflexively. additionally, to focus on the research questions, the researcher highlighted some important points to make discussions, including interpretations navisatul izzah, laksmi diana beyond the implementation of project-based assessment in elt: benefits, challenges, and teachers' strategies 144 and reflections. in the end, the findings were analysed using the previous research studies. findings the benefits of project-based assessment the interview transcripts were analysed to identify the benefits of the projectbased assessment from the teachers’ perspectives. additionally, it is essential to mention that the teachers’ names used in this paper are pseudonyms or not the teachers’ real names. four themes were identified (see table 1): students’ improved collaboration and teamwork skills, bonding between students, students’ improved creativity, and improved critical thinking skills. benefits relating to students’ social skills were very prominent and obvious in the project-based assessment, particularly an improvement in their collaboration and teamwork skills (see table 1). teachers noted that project-based assessment often involved multiple tasks that needed massive discussions and continuous communication between peers, and this allowed students to collaborate and work with everyone in the classroom. the teachers also highlighted that the students kept motivating each other throughout the project, which is considered another positive aspect of students’ social skills. concerning the students’ social skills, some teachers admitted the improvement of bonding between students after using project-based assessment (see table 1). teachers highly acknowledged the existence of a gap between students. in other words, some students often insisted on mingling and working with the same person so that there were some indications of inequality whenever the students had to work in a group. the use of the project-based assessment therefore enhanced teachers’ abilities to build the bonding between students since they would collaborate and work with their friends during a long process. these teachers were, in the end, satisfied with how the students were able to bond with their classmates. the use of project-based assessment also contributed significantly to improving students’ creativity (see table 1). teachers acknowledged that the project often required students to plan and consider things carefully due to some project limitations. for example, the students were asked to make a beverage or food without any stove or juicer in vivian’s case. vivian further contended that this situation demanded that students think creatively about what they would do in their project. in addition, due to the time constraints, students were often required to keep the project simple but still impressive. improved critical thinking skills was considered to be another benefit of project-based assessment (see table 1). teachers noted that in the project-based assessment, students were required to independently work with their group throughout the process. students learnt how to search for information, filter the information, give comments, and solve every problem they encountered. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 145 table 1. the benefits of the project-based assessment according to the interviews benefits representative significant statement improved students’ collaborat ion and teamwork skills 1. ‘because only through the project, my students can work in a team, learn how to solve every problem they encounter, collaborate with others, and manage the project so they can finish the project within the time constraints.’ – irene 2. ‘the project-based assessment teaches us how to see students from different lenses. it is not only about their academic progress, but also how they can collaborate with others.’ – lily 3. ‘in the project, there is always a collaboration work with peers. and, for me, teamwork skills are the most obvious. management skills are there as well; students learn how to manage their team – “you search the article, you make the scrapbook, i create the model, etc.”.’ – lily 4. ‘the first benefit is, of course, to improve students’ teamwork skills. in the project-based assessment, they need to collaborate and work with others.’ – vivian 5. ‘even some students with low proficiency tried their best. they tried to contribute to the group by preparing the ingredients and tools, or even when their group needed ice cubes. i could see very great teamwork here, from their effort and other things. and surprisingly, this also happened to the boys!’ – vivian 6. ‘the project-based assessment is an effective method to assess students because all students can involve and collaborate with their peers in the project. there are also some encouragements from their friends to try their best.’ – deborah improved students’ creativity 7. ‘the second benefit is to improve creativity. in the project, the students have to decide what they are going to do and present. in my case, there were some prohibited things to bring, such as a stove or a juicer. it hence demanded them to have careful consideration about the menu; how to make a simple menu but still awesome.’ – vivian 8. ‘i prefer using the project for written or speaking tests. while test often focuses on one thing (grammar), a project can integrate students’ knowledge and skills at once. we can also improve students’ creativity as well as their reasoning skills since these two skills are very obvious in the project.’ – deborah 9. ‘students’ creativity is indeed obvious. making scrapbook obviously needed students’ creativity even if they did it in a group.’ – lily 10. ‘there must be some improvements in students’ twenty-first-century skills such as critical thinking and creativity since they independently search for information by themselves, not from the teacher. in making an e-magazine, they used technology, made the layout for the magazine, etc.’ – irene bonding between students 11. ‘for the students, i encouraged them to make friends with everyone in the classroom. i wanted them to have better relationships and to bond with their classmates. thus, i deliberately made the group for every project. consequently, they would [be] unlikely to work with the same person or work with their ‘gang’. i could see in my case that it worked very well. they have a sense of belonging, they know their friends better, and they bond with each other.’ –deborah 12. ‘the benefit for the students is they could bond with their friends. one of the most common problems in teaching teenagers is they only mingle with their ‘gang.’ in my context, especially year 10, this is very obvious.’ – lily improved critical thinking skills 13. ‘there must be some improvements in students’ twenty-first-century skills such as critical thinking and creativity since they independently search for information by themselves, not from the teacher. in making an e-magazine, they used technology, made the layout for the magazine, etc.’ – irene 14. ‘yes. critical thinking skills were used in the project. in my case, students are asked to give comments related to the special performance in a specific continent.’ – lily navisatul izzah, laksmi diana beyond the implementation of project-based assessment in elt: benefits, challenges, and teachers' strategies 146 challenges in project-based assessment most teachers agreed that the foremost challenge they faced in conducting a project-based assessment is time management (see table 2). as mentioned before, the project-based assessment involves a long process, and, consequently, teachers often had insufficient time to teach the other materials or the next required chapters in a semester. these teachers further explained that their students still needed guidance in english, so that it often required more time in the project-making phase, especially in a project that involved text-editing and revisions. for example, in irene’s class, some students sometimes made an excuse by mentioning that they were doing two projects at that moment so it was hard for them to finish on time. while lily sometimes encountered a similar reason, she also noted that her students sometimes made unnecessary excuses, such as forgetting to bring the project. the second challenge that most teachers encounter in conducting a projectbased assessment is free-riders (see table 2). teachers noted that free-riders often interfered in the project-making by not bringing the materials or relying only on their friends. this consequently obstructed the process and, hence, required more time to complete the process. table 2. the challenges of the project-based assessment according to the interviews benefits representative significant statement timemanage ment 1. ‘i cannot believe it is already the end of the year, and i have to rush over the last two chapters. i am asking myself how i could be very overwhelmed with everything, and the suspect is the assessment process i did for the procedure text. i had spent some meetings for the discussion and explanation about the procedure text, and when it came to assessment, i chose this project, which apparently involved more time than usual.’ – vivian 2. ‘for me, it is time-consuming. i should check the text first, and there are a lot of things to be done. it wastes the time allocation for english, especially for my students who have lower proficiency than students from other schools.’ – vivian 3. ‘yes, it is pretty hard to manage the time. i do not know whether it is because of other subjects that apparently also do a project, but my students say, “i have not finished the other yet, miss. i should do both, so i decide to do 50/50.”’ – irene freeriders 1. ‘the challenge comes from unmotivated students. even when they are doing the project, they are still unmotivated and rely on their friends.’ – deborah 2. ‘some students kept making excuses, and i contended that these students did not want to contribute to their groups. because it did not only happen to my classroom, but also to the other classrooms.’ – lily 3. ‘they always make an excuse by saying “i cannot finish the project, miss, she does not bring the material, and he does not bring the tools’’.’ – irene teachers’ strategies the challenges teachers encountered in using the project-based assessment apparently did not make them avoid using this assessment method. instead, it encouraged them to find better ways to conduct this assessment method. according to the interviews, every teacher tended to have a different personal strategy to overcome their problems. overall, four themes were identified: create the project teams, structure the tasks and motivate students, integrate the project with other subjects, and have students assess themselves and peers. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 147 creating project teams is a prominent strategy used by teachers to overcome the challenges in the project-based assessment. teachers acknowledged that secondary students are likely to choose those with whom they want to work. therefore, teachers contended that it is necessary to create project teams to maintain the heterogeneity of the group members and improve their social skills. deborah: ‘when students create their own group, there are always people who are left behind. some students do not want to be in the same group with the low achievers or special needs students.’ lily: ‘i made them in a team so that they were able to work with everyone in the classroom. it was so hard at first. they refused it. they even personally asked me not to be in the same team with x or with y. it made me even more curious of what was happening, and i ended up putting them in the same group on purpose.’ furthermore, most teachers contended that structuring the tasks and motivating the students throughout the process are crucial to achieving the allocated time. vivian: ‘i keep reminding my students about the time allocation for every step in the project. for example, ten minutes presentation for each group so that all groups can perform in one meeting. i also keep emphasizing the deadline to my students with a bit of threat. ha-ha! thank god, they motivate each other and all finished.’ deborah: ‘i tried to suggest what they have to do. i tried to understand what they like d. for example, when they like drawing, i will ask them to help the group and make the drawing, or perhaps design the project. i also keep motivating them throughout the process.’ meanwhile, irene has personal strategies that will also be used in the next project. as her problem is often about other subjects’ projects, she contended that integrating other subjects’ projects with the english subject is a great idea. she further adds that having students assess themselves and peers can potentially minimize the free-riders problem in the group. irene: ‘the free-riders will be aware that their friends will also assess them. when they do not work, they will think they do not get a score.’ in conclusion, all teachers contended that every challenge they encountered in the classroom needed to be solved. therefore, they have personal strategies to better configure the project-based assessment and achieve the main aim of assessment, which is promoting students’ learning. as every class is unique, the teachers participating in this study also have various strategies to suit their own problems. discussion benefits of the project-based assessment this study identified four benefits of the project-based assessment: students’ improved collaboration and teamwork skills, bonding between students, students’ improved creativity, and improved critical thinking skills. most findings in this study not only confirm the existing knowledge about the benefits of the project-based assessment towards the students’ improvement of teamwork skills, bonding between students, and critical thinking skills (cirit, 2015; holmes & hwang, 2014), navisatul izzah, laksmi diana beyond the implementation of project-based assessment in elt: benefits, challenges, and teachers' strategies 148 but also inform us that the project-based assessment can improve students’ creativity. benefits relating to the students’ improvement in teamwork skills in this study were illustrated by the teachers in the way in which students were able to collaborate and work with everyone in the classroom. teachers further confirmed that there were massive discussions during the process, which apparently increased students’ interaction (cirit, 2015). furthermore, the phenomenon of students continually motivating their team members throughout the process is also similar to the knowledge existing in holmes and hwang (2014). closely related to the first benefit, teachers also indicated that project-based assessment contributed to the improvement of bonding between students. this finding is similar to that of holmes and hwang (2014), who revealed that students appeared to appreciate their peers more. in the case of this study, students who were initially reluctant to work with low-achievers or with students with special needs were, by the end, able to appreciate their peers with their limitations. the improvement of students’ critical thinking skills in this study confirms the existing knowledge from holmes and hwang (2014) and cirit (2015). teachers in this study illustrated the improvement of critical thinking skills in the way students independently worked with their group throughout the process, searched for information, filtered the information, and gave critical comments regarding the information. teachers further explained that there was also an improvement in the way they solved every problem they encountered. this study also found that project-based assessment contributed to the improvement of students’ creativity. this finding fulfilled the creativity aspect, which is one of the requirements of the project-based assessment, according to the indonesian ministry of education and culture (2016). in addition, teachers also conveyed that the requirement of the project and time limitation often encouraged students to think creatively. this is in contrast to the findings from shome and natarajan (2013), which found that complicated tasks and the time constraint often discouraged students from doing the project. challenges in project-based assessment the challenges relating to the use of project-based assessment are time management and free-riders. as the project-based assessment involves a long process, teachers have to give continuous feedback and do a continuous assessment (shome & natarajan, 2013). however, unlike the findings from shome and natarajan (2013), teachers in this study were not complaining about the continuous feedback and assessment they should give. instead, they felt worried if they could not finish the materials required in a semester. the findings of this study further revealed that teachers often became overwhelmed in managing the time frame because students often needed more guidance than the teachers expected, particularly in text-editing and revisions. therefore, the project was often finished after the initial due date. closely related to the first challenge, the existence of free-riders in the projects also often interfered with the process and the time constraints. teachers conveyed that the free-riders often made an excuse whenever required to bring materials or tools for the project. however, the teachers further explained that they helped the team structure the task, gave the free-riders clear job descriptions, and kept celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 149 motivating them throughout the process. therefore, the teachers contended that the existence of free-riders was unlikely to give them insurmountable difficulties in terms of assessing them because, ultimately, they also contributed to the project. the finding of this study therefore brings different knowledge into the field from that of shome and natarajan’s (2013) findings about free-riders. teachers’ strategies each teacher has their strategies to overcome the challenges encountered in the project-based assessment. overall, four strategies were identified: create the project teams, structure the tasks and motivate students, integrate the project with other subjects, and have students assess themselves and peers. teachers in this study found that creating the project teams for students is one of the beneficial strategies in the project-based assessment. furthermore, deborah and lily agreed that creating the project teams for the students not only maintained the heterogeneity of the group but also enhanced students to gain the benefits of the project-based assessment, particularly in social skills improvement. they further explained that this strategy could also reduce the gap between students, which is another prominent problem in the classroom. teachers also conveyed that they must help students structure the tasks and motivate the students throughout the process. as the project-based assessment often involves multiple complicated tasks in a limited time frame, teachers agreed that they must provide students with a robust support system. additionally, teachers also have some further suggestions regarding the strategies that can be used in the next project-based assessment. first, elt teachers can integrate the english project-based assessment with other subjects. irene personally thought that this suggestion appears to be an alternative way to reduce the time-consuming aspect as well as reduce students’ usual burden of doing many projects at once. second, peer assessment can be used to minimize the free-riders problem in the group. this suggestion confirms the finding by william (2017). lastly, peer assessment can increase students’ motivation to do their projects because of the involvement of their peers in the assessment process (j & fajar, 2019). conclusion this study explored the benefits, challenges, and teachers’ strategies in doing the project-based assessment. this study was shaped by the overarching research questions of how teachers perceive the benefits of project-based assessment in their classrooms, the emerging challenges and their personal strategies to better configure this type of assessment. these questions provided opportunities to investigate some benefits, challenges, and the teachers’ personal strategies to configure the project-based assessment better. findings of this study revealed the benefits of project-based assessment, which are identified as students’ improved collaboration and teamwork skills, bonding between students, students’ improved creativity, and improved critical thinking skills. despite the benefits gained, teachers encounter several challenges in their project-based assessment, mostly associated with time management and freeriders. however, teachers also have some strategies to better configure this assessment method by creating the project teams, structuring the tasks and navisatul izzah, laksmi diana beyond the implementation of project-based assessment in elt: benefits, challenges, and teachers' strategies 150 motivating students, integrating the project with other subjects, and having students assess themselves and their peers. references barge, s. 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(2017). investigating the allocation and corroboration of individual grades for project-based learning. studies in educational evaluation, 53(1), 1-9. http://dx.doi.org/10.1016/j.stueduc.2016.10.009 https://www.learntechlib.org/p/161464/ https://doi.org/10.24071/ijels.v1i1.339 http://dx.doi.org/10.14221/ajte.2013v38n10.5 http://dx.doi.org/10.1016/j.stueduc.2016.10.009 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 151 yin, r. (2014). case study research: design and methods (fifth ed.). thousand oaks, ca: sage. yin, r. (2003). applications of case study research (2nd ed.). thousand oaks, ca: sage. 164 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index incorporating higher-order thinking skills in english lesson plans for senior high school rosevinda nabila putri*, siti drivoka sulistyaningrum universitas negeri jakarta, indonesia abstract since high order thinking skill is the most significant skills in the twentyfirst century, there has been a lot of interest in it nowadays. incorporating hots in the educational field, particularly in assessment, has been broadly employed. however, there is a lack of lesson plans that incorporates high-order thinking skills. this current study aims to explore the higher order thinking skills in lesson plans, particularly english, at senior high school in indonesia. this research employs a content analysis approach. a systematic content descriptive text methodology was used to analyse the data, which was based on anderson and krathwohl’s taxonomy's cognitive levels. the data source of this study are 5 english lesson plans at two senior high schools in jakarta. the result of the study indicates that hots levels c4, c5, and c6 are found in lesson plans, learning objectives, and learning activities. the result also reveals that the lesson plan needs further revisions to meet the hots standards that have been incorporated into the curriculum and national education strategy. keywords: 21st-century skill; english lesson plan; higher-order thinking skills; senior high school abstrak keterampilan berpikir tingkat tinggi adalah salah satu keterampilan penting di abad kedua puluh satu saat ini. memasukkan hots di bidang pendidikan, khususnya dalam penilaian, telah digunakan secara luas. namun, ada kekurangan rencana pelajaran yang menggabungkan keterampilan berpikir tingkat tinggi. penelitian ini bertujuan untuk mengeksplorasi kemampuan berpikir tingkat tinggi dalam rpp pengajaran bahasa inggris di sekolah menengah atas di indonesia. penelitian ini menggunakan pendekatan analisis isi. metodologi teks deskriptif isi yang sistematis digunakan untuk menganalisis data, yang didasarkan pada tingkat kognitif taksonomi anderson dan krathwohl. sumber data penelitian ini adalah 5 rpp di sma negeri di jakarta. hasil penelitian menunjukkan bahwa hots level c4, c5 dan c6 terdapat dalam rpp, tujuan pembelajaran dan kegiatan pembelajaran. hasil penelitian juga mengungkapkan bahwa rpp perlu direvisi lebih lanjut untuk memenuhi standar hots yang telah dimasukkan ke dalam kurikulum dan strategi pendidikan nasional. kata kunci: kemampuan berpikir tingkat tinggi; keterampilan abad 21; rpp bahasa inggris; sekolah menengah atas introduction recently, higher-order thinking skills (hots) has been considered as an essential skill in the 21st-century education (ilham et al., 2020). besides, hots is required to tackle the twenty-first century's challenges (ganapathy & kaur, 2014; tan & halili, 2015). tan and halili (2015) believe that hots is significant for global economic growth, ict development, knowledge-based economies, and a fast-paced e-issn: 2621-9158 p-issn:2356-0401 *correspondence: rosevindan@gmail.com submitted: 10 october 2021 approved: 6 december 2021 published: 11 december 2021 citation: putri, r. n. & sulistyaningrum, s. d. (2021). incorporating higher-order thinking skills in english lesson plans for senior high school. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 164-176. doi: 10.22219/celtic.v8i2.18330 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 165 environment. as a result, hots is one of the 21st-century skills that must be acquired by students to help them cope with the challenges in the era, such as global economic expansion, rapid technological advancement, and a fast-paced world. teaching hots has been increasingly significant in education around the world in recent decades (mainali, 2013; putra & abdullah, 2019). a study by ganapathy et al. (2017) aims to promote hots for esl lecturers of malaysia by teaching practices. furthermore, nguyễn and nguyễn (2017) investigate the effect of instruction of hots on student’s motivation of learning in vietnam. hots was discovered to have a positive impact on students' learning processes, assessment performance, ingenuity, and enthusiasm. moreover, in indonesia's national curriculum, teachers are required to apply hots during the teaching process. as stated by tyas et al. (2019), the incorporation of hots into the teaching-learning process is required by the national curriculum. according to the indonesian ministry of education and culture's 2013 curriculum, hots must be taught in every subject, including english. besides, abkary and purnawarman (2020) argue that the key feature of the 2013 curriculum is that it encourages teachers to successfully create hots in the process of teaching and learning. therefore, teachers have been urged to employ hots during the learning process since the development of the curriculum in 2013 that promotes hots. unfortunately, the implementation of hots in schools in indonesia has not been implemented appropriately. as mentioned by ahmad (2018) and warmadewi et al. (2019), the implementation of hots in indonesia did not work properly as planned. they argue that many educators still do not grasp hots and have not applied it yet. this is because the instructors exclusively conveyed theories during the course without providing examples or practices of hots learning implementation. it can be seen in the way that learning is implemented, which is still dominated by a teacher-centred approach. moreover, kusuma et al. (2017) state that the majority of indonesian students still have limited cognitive skills (knowing, applying, reasoning), which is seen in pisa 2019. many investigations are being carried out to see how hots may be incorporated into the assessment. in malaysia, singh and shaari (2019) did research to identify hots elements in a reading comprehension test. furthermore, ilham et al. (2020) propose classifying hots items that fulfill the ene 2019 indications, as well as the particular aspect of cognitive categories and the cognitive process skills aspect. additionally, putra and abdullah (2019) investigate how hots-based questions are used in the english national examination, as well as which skills are included in the hots category. shafeei et al. (2018) also looked into the types of questions asked by english as a second language teachers. to further show the incorporation of hots into the english subject lesson plans, further discussion about hots is presented below. higher-order thinking skills (hots) higher-order thinking skill (hots) is essential in the twenty-first century learning because it requires a high level of critical thinking ability needed to deal with global challenges. higher-order thinking skills is divided into three areas (brookhart, 2010): transmission, critical thinking, and problem-solving. "higherorder" thinking skills, according to brookhart (2010), allow a person to comprehend rosevinda nabila putri; siti drivoka sulistyaningrum incorporating higher-order thinking skills in english teaching lesson plans at senior high school 166 and apply experience and information, communicate complicated thoughts, make judgments, analyse and update insufficient structures, and solve issues. crawford and brown (2002) classified hots into three categories of thinking: content, critical, and creative thinking (as cited in djami & kuswandono, 2020). thus, hots can be categorized as the ability to think critically, logically, reflectively, and creatively. ilham et al. (2020) defined hots as an occurrence in which a person receives new information, and it is stored in their memory, and then connects the information to find viable solutions to any existing problems. according to wenglinsky (2002), higher-order thinking, known as "critical" or "strategic" thinking, is defined as the ability to solve problems, examine arguments, negotiate problems, or make predictions using information. hots is thought to encourage students to think critically in the classroom through active learning (shafeei et al., 2018). therefore, hots is a thinking skill that necessitates not just the capability to remember, but also the ability to think creatively, critically, and rationally to solve a problem. hots-based learning was thought to be a good method to help students build relevant skills for 21st-century learning. according to the australian council for educational research (acer) (2015), higher-order thinking skills include evaluating, reflecting, disputing, applying diverse concepts, arranging, and producing. critical thinking, creativity, problem-solving, reasoning and decisionmaking are all covered (pratiwi & mustadi, 2021). besides, hots is the skill to use logical processes to obtain a solution (tyas et al., 2019). allowing learners to think divergently is one of hots' learning qualities. it entails a number of options, alternative responses, and various thoughts. anderson and krathwohl’s taxonomy the most frequently used categorization system for measuring cognitive ability is bloom's taxonomy (singh & shaari, 2019). bloom's taxonomy is a system for categorizing cognitive reasoning skills, which vary from simple to complex, concrete to abstract. it is divided into three sections: cognitive, affective, and psychomotor domains. among the other domains, the cognitive domain is believed to be the most significant. cognitive domains are divided into six stages: knowledge, comprehension, application, analysis, synthesis, and evaluation. bloom's taxonomy was revised by anderson and krathwohl. the main distinction between bloom's taxonomy's old and new versions is that: (1) the version by anderson and krathwohl has two dimensions: knowledge and cognitive dimension. meanwhile, the previous one has three dimensions; (2) anderson changed bloom's categories from nouns to verbs, altering the original terminology; (3) anderson also rearranged the synthesis order, putting it at the top of the triangle under the name create. the revised bloom's taxonomy of anderson and krathwohl (2001) became: remember, understand, apply, analyse, evaluate, and create. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 167 figure 1. anderson and krathwohl’s taxonomy anderson and krathwohl's taxonomy (2001) divides these cognitive levels into two; lower-order thinking (lot) is at the level of remembering (c1), understanding (c2), and applying (c3), while higher-order thinking (hot) is at the level of analysing (c4), evaluating (c5), and creating (c6). anderson and krathwohl (2001) explain the three highest levels of cognitive process dimensions, which include analysing, evaluating, and creating. first, deconstructing a substance into its constituent elements and discovering how pieces are connected and a larger structure is what analysis implies. differentiating, arranging, and assigning are examples of cognitive tasks at this level. second, making decisions based on a set of criteria and standards is what evaluating implies. quality, effectiveness, efficiency, and consistency are the most commonly utilized criteria. the cognitive processes of checking (internal consistency judgments) and critiquing are included under the category evaluate (judgments based on external criteria). third, assembling components into a logical or functional whole is what creating entails. to fulfill the create criteria, students must mentally arrange certain pieces or components into a pattern or structure that was not previously apparent. as a result, the creative process can be thought of as starting with a divergent phase, in which the learner analyses a variety of options while seeking to comprehend the assignment (generating). the learners then move on to a convergent phase, when they build a solution strategy and turn it into a plan of action (planning). finally, once the learners have produced solutions, the plan is carried out (producing). table 1 illustrates higher-order thinking skills dimensions by anderson and krathwohl’s taxonomy which covers categories of higher-order thinking and keywords of each category. table 1. category and keyword of anderson and krathwohl’s taxonomy category keywords (verbs) analyzing (c4) examining, comparing, contrasting, distinguishing, doing discrimination, separating, test, doing an experiment, asking evaluating (c5) giving argumentation, defending, stating, commenting, choosing, giving support, giving assessment, doing an evaluation creating (c6) assemble, change, build, create, compose design, establish, formulate, write. hots in english teaching lesson plan there are numerous components to the teaching and learning process. the syllabuses, lesson plans, and textbooks frequently utilized by language teachers are rosevinda nabila putri; siti drivoka sulistyaningrum incorporating higher-order thinking skills in english teaching lesson plans at senior high school 168 among the most important components for most efl/esl classrooms and programs. nesari and heidari (2014) believe that a lesson plan is one of the most fundamental aspects of the educational process. according to milkova (2012), the instructor's lesson plan is a roadmap for what learners know and how they should study it in class. ratnawati (2017) describe a lesson plan as a written process of activities in the process of teaching and learning. nesari and heidari (2014) state a lesson plan is a written description of an educational process that outlines what, when, where, and how students should learn as well as how they should be tested. besides, a lesson plan is a planning document that outlines the fundamentals of competency based on the syllabus's subject standards (depdiknas, 2008). in a summary, a lesson plan is a teacher's toolkit for conducting the teaching-learning process as a guideline that refers to a basic competence in one set of topics in order to meet students' learning objectives. there are several components that must be considered in making lesson plans, such as basic competencies, learning objectives, learning activities, assessment, etc. the ministry of education and culture (2019) states that the core components of lesson plans are learning objectives, learning scenario, and assessment. in addition, other components are considered as supporting components. lesson plans can be chosen, created, used, and developed by teachers at their discretion. under new regulations, the ministry of education and culture states that the lesson plan should be one page long. the goal is for the lesson plans to be created effectively and efficiently so that teachers have enough time to prepare and evaluate the learning process. with regards to the integration of hots in lesson plans, many research have confirmed the application of hots in teaching and learning process; however, very few has been done on the lesson plan, particularly the english teaching lesson plan, which serves as the foundation for learning. fatimah et al. (2020) conducted a study to analyse the incorporation of hots in syllabuses and lesson plans of subject fikih. the finding showed that no hots elements were found in the lesson plans, in the indicators, the learning process, and assessment. furthermore, ppg unesa studied hots content in indicators, teaching scenarios, and students' worksheets in english lesson plans by yuardini and chakim (2019). the findings revealed that the hots included in the lesson plan are a result of basic competency in the creation stage. besides, warmadewi et al. (2019) looked at the implementation of hots at senior high schools in banjar in terms of lesson plans and assessments. it was discovered that while hots was not expressly stated throughout the lesson plan and evaluation, it was mentioned in many areas. another study by sulistyaningrum and putri (2021) explores ways of thinking as well as hots in learning activities in lesson plans. the results revealed that the ways of thinking and hots were not properly integrated with learning activities throughout the entire lesson plans. in brief, that research revealed that mostly higher-order thinking has been stated explicitly in document of lesson plans in some subjects: fikih and english, and assessment. however, the proportion of hots has not been wholly distributed. those previous studies investigated hots-based in non-english lesson plans, meanwhile the current study focuses on english teaching lesson plan. besides, the aforementioned studies by yuardini and chakim (2019) and warmadewi et al. (2019) focus on analysing the lesson plans in one institution, and they also analyse celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 169 the old version of lesson plans; while this study investigates one page long english teaching lesson plan at two private schools. additionally, the study conducted by sulistyaningrum and putri (2021) examined the incorporation of hots in lesson plans as well ways of thinking; whereas this study only focus on hots excluding ways of thinking. thus, this study aims to explore the high order thinking skills in english lesson plan at two private senior high schools in jakarta. considering hots as one of the crucial aspects in the 21st century, this study thus is necessary. it is significant since hots are required to be used in every learning activity in indonesia. this is in accordance with the ministry of education and 2013 curriculum. moreover, the primary reason that researchers chose lesson plans for this study is that they serve as a guide for practical learning. according to ratnawati (2017), a lesson plan is a documented list of actions that take place throughout the teaching and learning process. eventually, the result of the study is expected to be beneficial for english teachers to improve the application of hots in the teaching and learning process. to be more specific, this research intends to explore the extent of higher-order thinking skills in the existing lesson plans at senior high school. as a result, the following research questions were developed for this study: 1. to what extend are higher-order thinking skills included in the existing lesson plan at 11th grade of senior high school? 2. which lesson plan's components are incorporated with hots? method this study used the content analysis approach, which is defined as a research method for identifying certain elements of textual or visual resources. content analysis is also known as document analysis and may be used to analyse a wide range of documents, including, textbooks, lesson plans, syllabus, etc. data was gathered for a specific purpose by choosing two private schools in jakarta. the reason why the researchers choose those schools is because they were given the authorization to acquire data sources and were given the opportunity to do so. five 11th grade english teaching lesson plans from two in-service instructors at two different senior high schools in jakarta were used as data sources. three onepage lesson plans were given by sma a. in addition, two one-page long lesson plans were also given by sma b. the data comprises keywords (verbs) that represent higher-order thinking skills which are included in the core components of a lesson plan. the data were analyzed using anderson and krathwohl's taxonomy descriptors. firstly, the researchers reviewed and selected the lesson plan’s components that contain verbs found in descriptions. secondly, the researchers standardize the verbs and descriptions used to define higher-order thinking skills. thirdly, the verbs are assessed according to descriptors of higher-order thinking skills they belong to. fourthly, the information was presented in a table format. fifthly, the data were described in more detail in the form of a description. lastly, expert pedagogical judgments are used to verify and evaluate the findings. since this study was limited to only two private schools, the findings cannot be generalized to sma in jakarta. rosevinda nabila putri; siti drivoka sulistyaningrum incorporating higher-order thinking skills in english teaching lesson plans at senior high school 170 findings the incorporation of higher-order thinking skills in existing lesson plans the analysis findings were obtained from the current lesson plans after creating and descriptively evaluating the data at 11th-grade senior high school. table 2 illustrates five lesson plans which are analyzed, coded as lp 1 to lp 5. the table shows components of the lesson plan, including learning objectives, learning scenario and assessment, as well as the category of hots. table 2. analysis of hots in lesson plans lesson plans (lp) components of lesson plan category of hots learning objectives learning scenario assessment lp 1 compose transactional, oral, and written interaction texts that involve the act of giving and asking information related to opinions and thoughts, taking into account the function discuss in groups to determine social functions, text structure, and linguistic elements to give and ask for opinions and thoughts (i think, i suppose, in my opinion) create analyze lp 2 compose transactional, oral, and written interaction texts that involve the act of giving and asking information related to opinions and thoughts, taking into account the function create situational dialogue by applying giving and asking for opinions and thoughts (i think, i suppose, in my opinion) create create lp 3 compose transactional, oral, and written interaction texts that involve the act of giving and asking information related to opinions and thoughts, taking into account the function in groups, students display a phenomenal video about events that occur in the community and comment on 50100 words in which it involves giving and asking for opinions and thoughts (i think, i suppose, in my opinion) using quipper school or google classroom. create evaluate lp 4 compose social functions, text structures, and linguistic elements of spoken and written transactional interaction texts that involve the act of giving and asking for information related to suggestions and offers, according to the context of their use comparing suggestions and offers expressions from shared video links. create analyse celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 171 lesson plans (lp) components of lesson plan category of hots learning objectives learning scenario assessment lp 5 compose social functions, text structures, and linguistic elements of spoken and written transactional interaction texts that involve the act of giving and asking for information related to suggestions and offers, according to the context of their use responding to the results of group presentations regarding the differences in each suggestion and offering expression create a suggestion and offer dialog in pairs. create evaluate create table 2 shows that all of the lesson plans are partly incorporated hots. the hots levels found in each lesson plan have many variations, ranging from c4 to c6. the most commonly seen level is c6, which is located on the create stage. level c6 is included in the learning objective and learning scenario sections. level c4 and c5 on the other hand, are only seen in the context of a learning scenario. activities from hots level c4 where students are in the analyze phase were discovered in lesson plans 1 and 4. using the verb "distinguish," students are expected to discuss in groups and determine social functions, text structure, and linguistic aspects to give and ask for opinions. meanwhile, in lesson plan 4, students were required to compare the various expressions used in the video provided by the teacher to give suggestions and offers. "comparing" is the hots verb in lesson plan 4. furthermore, hots level c5, which means the ability to evaluate at the evaluation stage, is included in lesson plans 3 and 5. students are required to react to a phenomenal video about events on community activities in lesson plan number 3. the comments should be between 50 and 100 words long and include both offering and asking for opinions. moreover, students were asked to respond to the results of other groups' presentations in lesson plan number 5, addressing the contrasts in each suggestion and offering expression. lastly, hots level c6 is found in lesson plans number 2 and 5. in both lesson plans, students are asked to make dialogues with certain themes that have been determined by the teacher. in lesson plan 2, students are asked to create a dialogue by applying giving and asking opinions expressions. meanwhile, lesson plan 5 asks students to make a dialogue using the expression of suggestion and offer. component of the lesson plans incorporated with hots the findings of the lesson plan analysis are separated into three categories: learning objectives, learning scenarios, and assessment. learning objectives table 3 shows the analysis of the hots category in the components of the lesson plan, namely learning objectives. it illustrates a number of lesson plans, verbs found in the learning objectives section, and category of hots. rosevinda nabila putri; siti drivoka sulistyaningrum incorporating higher-order thinking skills in english teaching lesson plans at senior high school 172 based on table 3, some objectives are found with hots in these lesson plans. each lesson plan has only one objective that contains hots. the hots found are hots level c6, which is in create stage. there are no hots levels c4 and c5 that have been discovered. table 3. hots analysis in learning objectives section lp learning objectives verbs category of hots lp 1 compose create lp 2 compose create lp 3 compose create lp 4 compose create lp 5 compose create learning scenario table 4 displays the analysis of the hots category in the learning scenario section in the lesson plans. it illustrates a number of lesson plans, verbs found in the learning scenario section, and the category of hots. table 4. hots analysis in the learning scenario section lp learning scenario verbs category of hots lp 1 determine analyze lp 2 create create lp 3 comment evaluate lp 4 comparing analyse lp 5 responding create evaluate create in this section, some of the activities in table 4 have included hots. there is only one exercise that is included in each of the four lesson plans. meanwhile, in lesson plan number 5, there are two activities that contain hots. the hots levels identified from the learning activities part of all lesson plans are levels c4, c5 and c6. hots level c4 in the analysis stage is found in lesson plans numbers 1 and 4 with the action verbs determine and comparing. furthermore, hots level c5 in the evaluate stage is found in lesson plans numbers 3 and 5 with the action verbs comment and responding. finally, hots level c6 in the creating stage is found in lesson plans no. 2 and 5 with the action verbs create and create. therefore, it can be seen that all hots classifications, from c4 to c6, are found in the learning activities section. assessment in table 2, it can be seen that from all the lesson plans, hots are not found in the assessment section. the teacher does not include details of the assessment used. all lesson plans only explained what aspects were assessed, such as attitudes, knowledge, and skills. each aspect mentions the criteria and how it is assessed. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 173 therefore, tables 2, 3, and 4 show that all of the lesson plans had hots on specific components, such as learning objectives and learning scenarios. in the meantime, the assessment component found no evidence to support hots. discussion one of the most significant documents used in teaching and learning is the lesson plan. the document, which includes learning objectives, indicators, learning scenarios, assessments, and other information, serve as guidance for teacher in conducting teaching and learning activities. according to nesari and heidari (2014), lesson plans can assist teachers in accomplishing the goals and objectives of the teaching and learning process in a proper way. furthermore, nesari and heidari (2014) describe a lesson plan by means of a detailed written explanation of the contents, teaching methodology, time, and location, as well as techniques for evaluating students. however, the ministry of education and culture of indonesia (2019) categorize three core components in the lesson plan, such as learning objective, learning activities, and assessment. thus, the component lesson plans that are being examined are those that are part of the core component. the first component is learning objectives. the learning objective must state what students should learn or be able to accomplish by the conclusion of the learning process. the results of the analysis in the learning objective section found that there was only one hots level, namely level c6, in the entire lesson plan. it shows that the incorporation of hots in the lesson plan, especially the learning objective section is not balanced because there are no hots in c4 and c5 levels. besides, the findings of the study show each lesson plan only provides one learning objective, which is quite limited. furthermore, it eliminates attitudes, knowledge, and skills. in addition, learning objectives that appear in every lesson plan are not formed based on basic competence, yet the basic competence 4 is formed as learning objectives. for example, the learning objective in lesson plan number 1-3 is “compose transactional, oral and written interaction texts that involve the act of giving and asking information related to opinions and thoughts, taking into account the function” which is the basic competence 4. it is in contrast to permendikbud no. 22 of 2016, which sets up learning objectives based on basic competencies and operational verbs such as attitudes, knowledge, and skills that can be observed and measured. therefore, the teacher should be able to describe the objective of the process of learning in detail. moreover, the second component is the teaching scenario. a teaching scenario activity is a sequence of actions conducted by the teacher and students in an educational setting to attain a certain objective. the current study found the right distribution levels of hots, namely c4, c5, and c6, in the five lesson plans in the learning scenario section. level c4 is found in lesson plans no. 1 and 4, level c5 is found in lesson plans no. 3 and 5, and level c6 is found in lesson plans no. 2 and 5. in contrast, the study by yuardini and chakim (2019) mostly found hots level c6 in the create stage in the learning activities section in the lesson plan. besides, in the current study, only 1-2 activities that included hots were found, while yuardini's study found 3-5 activities that included hots in each lesson plan. moreover, based on the results in the learning activities section, it can be seen that hots are not fully incorporated into the teaching and learning process because rosevinda nabila putri; siti drivoka sulistyaningrum incorporating higher-order thinking skills in english teaching lesson plans at senior high school 174 there is only one to two activities that included hots in each lesson plan. as stated by ahmad (2018), warmadewi et al. (2019), the application of hots in the learning process is not proper. however, this cannot be generalized since further study is needed to evaluate how higher-order thinking skills are applied in classroom. additionally, teacher efficacy is also significant in adopting hots in the classroom. according to ansori (2019), high self-efficacy among teachers will have a beneficial influence on hots implementation in the classroom. thus, high self-efficacy among teachers will have a positive impact on hots implementation in the classroom. the last component is assessment. this is when the teacher evaluates the lesson's end outcome and how well the learning objectives are achieved. the findings show that there are no hots in the assessment section. since the lesson plan is only one page long, the teacher does not provide the assessment in detail. this section solely outlines aspects the teacher will assess, such as attitudes, knowledge, and skills. in addition, there are ways for teachers to assess, for example, a written test or an oral test. in contrast, yuardini and chakim (2019) and warmadewi et al. (2019) discovered hots in the assessment section of their study. this is due to the fact that the lesson plans examined are different. the current study examines the lesson plans developed by the ministry of education and culture in 2019, where the lesson plan is only one page long and the assessment part is not fully described. meanwhile, the previous study looked at the lesson plan which included a lot of different components, as well as the assessment items that will be utilized. as the result, hots were discovered in all of the lesson plans. however, it is only on specific sections, such as learning objectives and learning scenarios. meanwhile, hots was not found in the assessment part. as mentioned by warmadewi et al. (2019), hots is only found in certain parts of the lesson plan, not the complete content. conclusion this study aims to explore the high-order thinking skills in english lesson plans at two private senior high schools in jakarta. however, the evidence from this study reveals that hots have not been wholly incorporated in the current lesson plans. hots was discovered in certain components of the lesson plan, such as learning objectives and learning activities. there were no hots found in the assessment section. hots levels c4, c5, and c6 are supposed to be used in the learning objectives section. further, it is intended that teachers will use hots more in the learning activities section. there is only one of the five lesson plans which contains two activities connected to hots. while the other four just have one hotsrelated activity. therefore, the incorporation of hots in learning activities needs more improvement. the study into hots in english teaching in indonesia still requires more research. the findings of this study can be used as a starting point for determining the data to which english teachers support the application of hots learning based. exploring the application of hots based-learning in the real-world classroom is also critical. it is advised that the lesson plan design be re-aligned to anderson and krathwohl's taxonomy framework for further investigation. the modification is celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 175 meant to standardize english curricula and provide higher-order thinking skills to senior high school students. references abkary, n. s., & purnawarman, p. 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(2019). analysis of hots-based english lesson plan made by ppg students of unesa. retain, 7(1), 46–51. 135 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate 1fania yulistiana*, 1widyastuti universitas negeri surabaya, indonesia* abstract in a debate, interruption is a vital element because its utterance carries a distinct meaning. this study aims to demonstrate the presence of assertive illocutionary acts in joe biden's interruptions in the 2020 first presidential debate by identifying the type of interruption and assertive function contained within each interruption. this study utilizes the theory of assertive illocutionary acts by searle and interruptions by ferguson. the data were derived from joe biden's remarks in the 2020 first presidential debate. the results indicate that joe biden's interruption contains all functions of assertive illocutionary acts that aid in communicating the meaning of his utterances. the outcomes reveal that joe biden performed 21 interruptions, with the most parts being overlap interruptions (13 times), followed by simple interruptions (6 times), and the fewest being butting-in interruptions (2 times). in the interruption conducted by joe biden, assertive illocutionary speech acts were found with stating being the most dominant type (11 times), followed by claiming (5 times), complaining (2 times), reporting (1 time), explaining (1 time), and suggesting (1 time). keywords: assertive illocutionary acts; interruption; joe biden; pragmatics; presidential debate abstrak dalam sebuah debat, interupsi merupakan elemen vital karena ucapannya membawa makna tersendiri. penelitian ini bertujuan untuk menunjukkan adanya tindak ilokusi asertif dalam interupsi joe biden dalam debat presiden pertama 2020 dengan mengidentifikasi jenis interupsi dan fungsi asertif yang terkandung dalam setiap interupsi. penelitian ini menggunakan teori tindakan ilokusi asertif oleh searle dan interupsi oleh ferguson. data tersebut didapat dari pernyataan joe biden dalam debat presiden pertama 2020. hasil penelitian menunjukkan bahwa interupsi joe biden mengandung semua fungsi tindak ilokusi asertif yang membantu dalam mengkomunikasikan makna ucapannya. hasilnya menunjukkan bahwa joe biden melakukan 20 interupsi, dengan sebagian besar interupsi tumpang tindih (13 kali), diikuti oleh interupsi sederhana (6 kali), dan interupsi mengikut (2 kali). pada interupsi yang dilakukan oleh joe biden, ditemukan tindak tutur ilokusi asertif dengan tipe dominan menyatakan (11 kali), mengklaim (5 kali), mengeluh (2 kali), melaporkan (1 kali), menjelaskan (1 kali), dan menyarankan (1 kali). kata kunci: debat presiden; ilokusi asertif; interupsi; joe biden; pragmatik; tindak tutur e-issn: 2621-9158 p-issn:2356-0401 *correspondence: submitted: 3 april 2021 approved: 3 april 2021 published: 3 april 2021 citation: inayati, n. (2021). the template of celtic journal 2021. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 1-21. doi: 10.22219/celtic.v9i1. xxxx e-issn: 2621-9158 p-issn:2356-0401 *correspondence: faniayulistiana@gmail.com submitted: 26 may 2022 approved: 29 june 2022 published: 30 june 2022 citation: yulistiana, f., & widyastuti (2022). assertive illocution acts on interruption by joe biden in the 2020 first presidential debate. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 135-148. doi: 10.22219/celtic.v9i1.21208 fania yulistiana, widyastuti assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate 136 introduction the united states of america (usa) exerts major influence throughout the world, not just in economic, military, and foreign policy matters. a presidential election is also a critical event that the entire world should follow, especially when leadership is the approach by which an individual influences others to accomplish goals collectively (osnos, 2020;merrita, 2021). a political campaign is critical in an election because it informs the public about the candidates' ideologies (suwandi & thoriqussuud, 2021). in addition to merrita (2021), the attitude and value of nationalism is an important scourge for a country's leader. the presidential debate is one in a series of campaigns in which presidential candidates present their selfimage and attempt to elicit sympathy from potential voters. the united states (us) has become the focus of global attention, including determining presidential candidates, because the political policies of the president of the united states significantly impact numerous countries, allies, and adversaries (sartika, 2021). born in scranton, pennsylvania, on november 20th, 1942 with the name joseph robinette biden jr., joe biden is the current president who won his election over donald trump in 2020 and was elected in january 2021. he was confidently known as the fifth youngest senator in history when he was elected back in 1972 (osnos, 2020). after decades of dedicating himself to the laws, he finally pursued the presidential chair in 1988 as he ran for the democratic presidential nomination (allen & parnes, 2021). he was then elected as barack obama’s vice-president in 2008, doing an astonishing job by playing an active role in the administration (krames, 2022). after two terms of working with obama as the vice-president, he stayed in the public’s eyes as one of the front-runners in the democratic party primaries. nominated as the democratic party presidential nominee, he won in the 2020 presidential election over the former-then president, donald trump. biden had notably managed to maintain the government aid to low-income communities, being somewhat ambitious on several points, such as the climate change legislation, affordable child care, and the expansion of the federal health insurance plans (krames, 2022). each utterance made by joe biden in response to a question during the presidential debate had a contextual and situational significance. during the presidential debate, candidates create sentences with the intent of eliciting future action. a context must be viewed in terms of the general state of the public. context and circumstance contribute to a clear understanding of the utterances (husain et al., 2020). there is a widespread belief that debate is fraught with interruptions and that participants frequently "talk over one another," failing to listen to what the other is saying (sidnell, 2010). the failure to listen and understand what the other person is saying may be due to the fact that people communicate in diverse manners depending on their beliefs, ethnicity, and gestures, all of which influence their language use and comprehension (hidayah, 2021). the majority of interruptions are accepted as part of social interaction's natural give-and-take (crystal, 2020). zimmerman and west (1975) asserted that interruption demonstrates strength and dominance. this was also conveyed by zhang (2010) that men are more likely to deprive other individuals of the right to speak by employing specific male dominance strategies. interruption is an encroachment, a celtic: a journal of culture, english language teaching, literature and linguistics vol. 9 no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 137 trampling on another's right to the floor, an attempt to exert dominance, and to signal the lack of interest or support or the current speaker (tannen, 1990; zhang, 2010). additionally, tannen stated that interruption violates someone's right to speak (1990). equally, zhao (2011) stated the majority of interruptions are viewed as competitive since the interrupters are proactive to stop the other’s speech and seize the floor. in addition, yule (1996) stated that actions carried out through utterances are commonly referred to as speech acts. levinson added that utterances are not merely a carrier of meaning but also, in a literal sense, perform or carry out actions (levinson, 2016). according to searle (1969), speaking or using a language entail engaging in speech acts, which include making statements, giving commands, asking questions, and making promises. pérez-hernández (2021) stated that people can and frequently do attempt to influence the behavior of others primarily through the use of language and the action can be encouraged by their interests (by advising or warning them), our own interest (by commanding, demanding, or begging them), or mutual benefit (by suggesting a typical course of action). the theory of speech acts takes a holistic video of utterances, capturing the speaker's intentions, the utterance's meaning, the speaker's attitude, and the actions elicited by the utterances. as reported by austin (1975), speech acts are classified as locutionary, illocutionary, or perlocutionary. a locutionary act is one that involves the production of an utterance. illocutionary acts are the primary focus of any theory of speech acts, and they are identified explicitly through performatives. meanwhile, the perlocutionary act refers to the impact or influence that a speech act has on the listener's feelings, thoughts, or actions. searle (2002) asserts that there are five fundamental primitive forms of an illocutionary act, namely assertive, directive, commissive, expressive, and declaration. only the assertive type of illocutionary act will be used for analysis purposes in this study. the assertive illocutionary act tell people the truth about how things are (searle, 1979). it suits this study because politicians are expected to be able to provide statements, explanations, and assurances that they will do everything conceivable to improve the situation. a study conducted by khodijah (2020) reveals that presidential candidates frequently used facts in their assertions to demonstrate their assertiveness. the assertive point or purpose is to commit the speaker (in varying degrees) to something being true, to the expressed proposition's truth (searle, 1979). as stated by searle (1979), assertive acts commit the speaker to the expressed propositional truth. the use of assertive has a truth value that binds the speaker to the veracity of the conveyed propositions (pérez-hernández, 2021; putra et al., 2019). several verbs that can be used to create assertive acts, are claim, state, complain, suggest, explain, and report. several researchers have critically examined the studies on interruptions and assertive illocutionary acts. rohmah and suwandi (2021) analyzed the interruptions made by donald trump and hillary clinton, concluding that trump engaged in all types of interruptions to a much greater degree than any other candidate. tymbay (2021) examined interruptions as a reflection of the speaker's identity in the presidential debate in a related study. in addition, atusaadah and idris (2021) conducted a study to determine the most frequent illocutionary acts fania yulistiana, widyastuti assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate 138 in president joe biden's speech. furthermore, nguyen studied on the persuasive characteristics of clinton and trump's assertive speech acts (2022). although previous researchers have extensively discussed interruptions and illocutionary acts, studies on the type of assertiveness on interruption during the presidential debate have not been explored in detail yet. in this regard, this present study examined how joe biden's interruptions during the 2020 first presidential debate employed the assertive illocutionary act. with the exception of the four studies mentioned and their findings, there has been only few study that discusses the various forms of assertiveness in interruption during the presidential debate. as such, the objective of this study is to characterize the various forms of assertiveness in interruption that emerge during the presidential debate. congruent with the explanation provided, this study makes a significant contribution to the field of linguistics by providing new information and knowledge about assertive illocutionary acts especially in interruptions during a presidential debate for future readers and researchers. this study formula aims to answer two research questions, specifically (1) what are the types of interruptions performed by joe biden during the 2020 first presidential debate?, (2) how is the assertive illocutionary act used in joe biden's interruption during the 2020 first presidential debate? based on the formulation of two research questions, the title of this study is assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate. method this study is a descriptive qualitative study to determine joe biden's assertive illocutionary act in interruptions during the 2020 first presidential debate by identifying the types of interruption and assertive functions contained within each interruption (creswell & creswell, 2018). the data of this study are the utterances in the forms of words, phrases, or sentences that are taken from a video titled "first trump-biden presidential debate moderated by fox news' chris wallace | full" which was extracted from the fox business youtube channel. the transcript is downloaded from an online website, speakwrite.com. the data for this study were gathered through the use of qualitative audiovisual and digital materials. in accordance with litosseti (2010), there are five techniques for gathering data those are observation, interview, questionnaire, test, and the last one is documentation. this present study used documentation in the form of audio as a data collection technique to collect the data. in terms of instruments, the checklist for applying the theory serves as the instrument for eliciting responses to the research questions. the researcher also used the data to explain, provide data, and interpret the intent and purpose of the data being managed. for the research technique used in this study, note-taking and observation techniques in recording things were chosen to process the data. the data analysis technique for this qualitative research consisted of five steps (creswell & creswell, 2018, pp. 268–270). first, preparing the video used as the data. this step consisted of downloading the transcription of the presidential debate and organizing the data according to the information sources. second, reading all of the data while watching the presidential debate video. third, celtic: a journal of culture, english language teaching, literature and linguistics vol. 9 no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 139 classifying the data by taking notes, highlighting, and labeling each utterance with the types of interruption and their assertive function by using the types of interruptions theory by ferguson (1975) and assertive illocutionary acts theory by searle (1979). fourth, processing the data by applying the theories that have been prepared. fifth, representing the data in a descriptive narrative way. this step includes describing the types of interruption done by joe biden and the assertive illocutionary act contained in the interruption. findings this part of the study presents a detailed description of the data analysis. in this section, the two research questions pertinent to this study are answered. the first research question concerns joe biden's interruption types during the 2020 first presidential debate. types of interruption the first research question concerns the type of interruption. as classified by ferguson (1975), there are four types of interruption particularly simple interruption, butting-in interruption, overlap interruption, and silent interruption. among 20 interruptions that can be found from joe biden's utterances, overlap interruptions are the most frequent 13 times. followed by simple interruption four times and butting-in interruption two times. only the silent interruption was not found during the debate. further explanations and examples are shown in the description below. overlap interruption the occurrence of exchange of turns indicates overlap interruptions. there is a simulated speech present from both parties, and the first speaker can complete his utterances (beattie, 1982). joe biden made 13 overlap interruptions during his utterance in the 2020 first presidential debate. the overlapping interruptions by joe biden primarily extended for more than a clause (3 words or more). nevertheless, the first speaker completed the utterance, resulting in a buildup of utterances that are classified as overlapping. the example overlap interruption below shows joe biden interrupting donald trump's response to chris wallace about homicides in america. (01) donald trump : “… but if he ever got to run this country, and they ran it the way he would want to run it, we would have [our suburbs would be] gone. by the way, our suburbs would be gone.” (02) joe biden : “[we would run it the way] …” source: biden & trump (2020) overlap interruption by joe biden contains incomplete sentences as shown in data (02) in response to what donald trump said about homicides. the overlap interruption can be seen in how joe biden managed to give donald trump a sixword interruption, and the overlap interruption did not prevent donald trump from completing his utterance. fania yulistiana, widyastuti assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate 140 simple interruption simple interruptions are indicated by the exchange of turns, the presence of simultaneous speech, and the incomplete utterance of the first speaker's turn (beattie, 1982). in the debate, joe biden made 6 simple interruptions. this simple interruption is easily identified by the utterance of the first speaker, which is syntactically, semantically, phonologically, and sometimes intonationally incomplete (ferguson, 1975). the example below shows joe biden interrupting donald trump's answer regarding the issue of vaccines that will be distributed to the public. (03) donald trump : “… we have our military that delivers soldiers, and they can do 200,000 a day. they’re going to be delivering the [vaccine] …” (04) joe biden : “[this is the same man] who told you by easter, this’d be gone away. by the warm weather, it’d be gone, miraculous, like a miracle.” source: biden & trump (2020) joe biden made a simple interruption, indicated by the first speaker, donald trump, not finishing his utterance as shown in data (03). joe biden's simple interruption (04) demonstrated that there was a rebuttal or argument that casts doubt on trump's response regarding the vaccine provided. butting-in interruption butting-in interruption happens in simultaneous speech present in which there was no exchange of turn (beattie, 1982). joe biden made 2 butting-in interruptions in his utterance during the 2020 first presidential debate. the butting-in interruption by joe biden were dominated by incomplete vocal sounds and short utterances such as but, no, it is not, not true, oh, and yes. the example below is a part of the butting-in interruption that joe biden made when trump answered chris wallace's question regarding the free-market approach and his deregulation. (05) donald trump : “… also, they took over something that was down here. all you had to do was turn on the lights, and you picked up a lot, but they [had the] slowest economic recovery since 1929. …" (06) joe biden : “[but-]” source: biden & trump (2020) butting-in interruption is a form of response that joe biden wanted to make. in this case, the butting-in interruption is indicated by the absence of an exchange of turns, similar to what joe biden did when interrupting trump. donald trump did not give joe biden the floor to continue his interruption and continued his simultaneous speech in response to a question from chris wallace. assertive illocutionary acts the second research question of this study deals with the assertive illocutionary acts contained in the interruptions from by joe biden. based on what searle (1979) explained, there are six verbs that can be used to create assertive acts, for instance claim, state, complain, suggest, explain, and report. of the 21 interruptions that can be found in the utterance data by joe biden, the assertive celtic: a journal of culture, english language teaching, literature and linguistics vol. 9 no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 141 function of stating is the most dominant, appearing 11 times. in this study, these six assertive functions will be explained along with examples in the data presented below. stating stating is a function to express information in a specific and formal form. status can be known through the process of predicate accomplishment, achievement, and activity (crystal, 2008, p. 451). there were 11 times stating as an assertive function in joe biden's interruption. in the example below, it is a part of joe biden's interruption which contains an assertive function stating that joe biden's response to donald trump's utterance. (07) donald trump : “joe, you’ve had 308,000 military people dying because you couldn’t provide them proper healthcare in the military. so, [don’t tell me about this].” (08) joe biden :“[i’m happy to talk about this]” source: biden & trump (2020) in the part of the example shown, data (08) shows joe biden performing an overlap interruption with the indication that the first speaker, donald trump, successfully finished his utterance even though joe biden interrupted at the midpoint. in the overlap interruption, there is a stating function which is specified by joe biden responding that he is happy to talk about proper healthcare in the military. claiming claims can also be referred to as argumentative that express a claim to the truth made by the speaker or hearer. the claim in an argument is a logical belief that will help or support the speaker's argument (leech, 1983, p. 224). a total of 5 claims can be found in the interruptions made by joe biden. in the example shown, joe biden clearly claimed a number of deaths, which he did during donald trump's speech. (09) donald trump : “well, you didn’t do very well on the swine flu. h1n1, you were a disaster. your own [chief of staff said you were a disaster. a very far less lethal disease, by the way].” (10) joe biden : “[14,000 … 14,000 people died, not 200,000. there was no economic recession].” source: biden & trump (2020) the example section above shows joe biden doing overlapped interruptions to donald trump, indicated by the fact that although joe biden interrupted trump, trump still finished his utterance. as for the overlap interruption performed by joe biden, there is an assertive function in the form of a claim shown in data (10) by highlighting the numerical fatalities. complaining complaining is an assertive function that shows dissatisfaction or annoyance. in joe biden's utterance, there were no verbs that indicate annoyance. the existence of complaining as an assertive function can be seen in joe biden's fania yulistiana, widyastuti assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate 142 intonation when pronouncing the utterance. two complaints were found as assertive functions in the interruptions made by joe biden. below is an example that shows joe biden complaining about donald trump's remarks. (11) donald trump : “look what happened in oakland. look what happened in baltimore. look what happened … frankly, it was more violent than what i’m even seeing [now].” (12) joe biden : “[oh my lord].” (13) donald trump : “but the reason [is the democrats that run these cities, don’t] want to talk, like you, about law and order.” (14) joe biden : “[this is ridiculous. absolutely ridiculous].” source: biden & trump (2020) the form of complaining expressed by joe biden is contained in the category of overlap interruptions to donald trump. this can be seen from how donald trump managed to finish his speech even though joe biden made a complaint. regarding the complaining in his interrupt, data (12) and (14) show that joe biden is annoyed and feels that donald trump's answer is a silly thing. suggesting suggesting is one of the assertive functions which presents something to consider. the indications of the suggesting function in joe biden's utterance are the forms will you, should, and can you. a total of 1 suggestion was found in the interruptions made by joe biden. (15) donald trump : “why wouldn’t you answer that question? you want to put a lot of new [supreme court justices]. radical left.” (16) joe biden : “[will you shut up, man?]” source: biden & trump (2020) joe biden's utterance is in the form of overlap interruption which contains a suggesting function. joe biden in data (16) emphatically advised donald trump to stop answering and keep quiet. however, donald trump ignored joe biden's interruption and continued his utterance. reporting reporting has the meaning of reporting, informing, and notifying about a specific thing by a speaker. in the utterance spoken by joe biden, reporting indications can be found using the verbs inform, state, mention, and point out. there was one reporting function in the interruptions made by joe biden. (17) donald trump : “not [by much].” (18) joe biden : “[i beat him a whole hell of a lot].” source: biden & trump (2020) reporting is one part of the assertive illocutionary act which shows the existence of information or things that have been done. in the data above, joe biden performeds a simple interruption which is marked by donald trump, who continues his answer after joe biden's interruption ends. a simple sentence in data (18) showing the reporting function in joe biden's interruption as part of notifying that joe biden had won against bernie sanders. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9 no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 143 explaining one of the functions of assertive illocutionary acts found in joe biden's speech is explaining. explaining is the act of expressing an idea, concern, or issue to the hearer in a more precise and comprehensive manner by describing or revealing pertinent facts and ideas. (19) donald trump : “socialized medicine ….” (20) chris wallace : “[mr. president] ….“ (21) joe biden : “[well, i tell] you what. he is not for any help for people needing healthcare. [because –]” (22) donald trump : “[who isn’t? bernie?]” (23) joe biden : “because he, in fact, already has cost 10 million people their healthcare that they had from their employers because of his recession, [number one.]” (24) donald trump : “[oh, oh, yeah. yeah.]” (25) joe biden : “number two, there are 20 million people getting healthcare through obamacare now that he wants to take it away. he won’t ever look you in the eye and say that’s what he wants to do, take it [away.]” (26) donald trump : “[no], i want to give you better healthcare –” source: biden & trump (2020) in a presidential debate, telling information in detail as part of assertive functions is one of many crucial factors. this is due to the fact that explaining is the first step in illustrating to the public the extent to which a candidate can explain things, ranging from simple concepts to matters of general interest. in the data (21), (23), and (26), joe biden initially engaged in overlap interruptions in which he interrupted chris wallace when wallace caught the attention of donald trump who is constantly talking. the context of joe biden's response was his belief that donald trump was not the right person to assist individuals in need of healthcare. joe biden provided two reasons why donald trump was not the right candidate during his interruption, first in (23) and the second in data (25). discussion this study answers two questions that have been explained in the findings section. regarding the first research question concerning joe biden's interruptions during the 2020 first presidential debate, the findings firstly showed that joe biden performed three of the four types of interrupts proposed by ferguson (1975). overlap interruption is the most dominant type used by joe biden (13 times). the results of this analysis are different from the findings of rohmah and suwandi (2021). in the previous study, it was stated that the most common type of interruption was butting-in interruption. this difference in result was possibly due to the fact that people have different interruption styles as well as possible differences in understanding context. the same gender factor is another possibility that might lead to this difference, that men are more likely to interrupt women than they are to interrupt men (miller & sutherland, 2022). in accordance with opina (2017), males utilize more interruption than females do, whereas the latter’s utterances manifest verbal fillers, and the gender of the interlocutor indeed influences same-gender interaction. for instance, in data (21) to (26), donald trump and joe biden took turns uttering utterances that indicate the reluctance of fania yulistiana, widyastuti assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate 144 the interlocutor to take over their floor. in a case, when one speaker thinks that the information conveyed by another speaker is wrong or contradictory, then he will use an interruption by conveying an assertive that is considered correct. apart from that, long pauses in the middle of a conversation often trigger interruptions, which allows someone to easily convey what they want to convey by repeating or changing previous information (shalaby, 2006). however, this study not only found the types of interruption but also the function of assertive illocutionary act. the results show that in the 21 interruptions made by joe biden, the assertive function that appeared the most is stating which is mostly in the form of imperative sentences. this is in line with an earlier study by ashfira and harjanto (2020) who also found that the assertive function was the most dominant in their study. in this study, for example data (04) and (08), stating becomes the most dominant function arises because it is used to express information in a specific and formal form. in proportion to sofian (2021), the use of stating is to convey the messages of a political speech. this study proves that stating as an assertive illocutionary act is a function that works necessary to ensure the hearer could accept joe biden’s interruption message. data (04) displays joe biden's interruption related to donald trump, who said he would distribute vaccines to the public. joe biden's statement mentioned donald trump as the same person who said that covid would be wiped out by easter. stating as an assertive function is an indicator that in his interrupting sentence, joe biden conveyed the message that donald trump was a liar. furthermore, the presence of an assertive illocutionary act on joe biden's interruption is part of how he expresses his ideas, information, opinions, and facts in his debate responses. leech (1983) reveals that a claim is a verb with the proportion as belonging to or a claim that can support the speaker's position. in data (10), joe biden showed the existence of claiming function by stating the number of deaths. in which the proportion of these claims supported joe biden in presenting his argument. the form of a factual statement that mentions numerals is one form of t evidence in an argument that is acceptable to the hearer (ericson et al., 2003, p. 24). the explanations made by joe biden as attached to the data (21), (23), and (25) are evidence that was conveyed his way of explaining information. in this case, the information related to the issue of donald trump being the wrong person to assist individuals in need of healthcare. the existence of evidence for the assertive function of explaining in joe biden's interruption is in line with what is stated by atchison (2017, p. 83) that explaining can be crucial evidence for an intricate phenomenon that may have an impact in the future. the outcomes of this study's data result are settled that joe biden interrupted as a component of his argument defense during the debate. while the interruption situation appeared only in glimpses during the entire debate, it has its own meaning within the realm of communicative interaction (kyrychenko, 2017). in agreement with that, the function of assertive illocutionary acts aids the public in understanding what joe biden's interruption actually conveyed. the existence of an illocutionary act assertive function helps to classify the meaning of joe biden's interruption, which is able to support the hearer in addressing problems of understanding (rahayu et al., 2018; sacks et al., 1974). celtic: a journal of culture, english language teaching, literature and linguistics vol. 9 no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 145 conclusion this study examines joe biden's assertive illocutionary act on interruptions during the first presidential debate of 2020. it was discovered that joe biden uses three out of four types of interruptions, with overlap interruptions being the most common followed by simple interruptions, and butting-in interruptions being the least common. this fact demonstrates that joe biden has no qualms about using overlap interruptions to express what he believes to be true. moreover, overlapping interruptions indicate that neither joe biden nor donald trump wishes to be interrupted while presenting their arguments. in joe biden's interruptions, all functions of the assertive illocutionary act were found. the distribution is in the form of stating, claiming, complaining, reporting, explaining, and suggesting. the findings and discussion show that joe biden was able to use the assertive function in his interruptions during the presidential debate. joe biden influenced potential voters by providing evidence and including his ideas and opinions in his argument. assertive illocutionary act on interruption influenced people’s decision to choose joe biden by showing his self-image during the presidential debate. this study only focused on assertive illocutionary acts on interruptions done by joe biden in the 2020 first presidential debate. therefore, in future studies should add other aspects of illocutionary acts in the presidential debate in order to know the significant function of each illocutionary act type in the presidential debate. it also suggested that joe biden's remarks and speeches should be discussed more using the assertive illocutionary act and interruption theory. additionally, in future studies, the researcher could also add or combine different significant functions of each speech acts, including the locutionary acts and perlocutionary acts. references allen, j., & parnes, a. 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(1975). sex roles, interruptions, and silences in conversation. in language and sex: difference and dominance (pp. 105–129). 82 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index efl undergraduate students’ online selfregulated learning strategies during covid-19 pandemic 1genti putri dwi redjeki, 1astri hapsari* universitas islam indonesia, indonesia abstract this research aims to identify online self-regulated learning strategies of efl undergraduate students during the covid-19 pandemic. this research involved 81 efl undergraduate students batch 2020 majoring in english language education in a private university in indonesia. the online self-regulated english learning (osel) questionnaire adapted from (zheng et al., 2016) was chosen as the instrument of this research. the questionnaire consists of 21 items. the findings reveal that efl undergraduate students’ online self-regulated learning strategies employ five domains, namely (1) goal setting (m= 3.800, sd= 0.890), (2) environment structuring (m= 4.015, sd= 1.033), (3) task strategies and time management (m= 3.365, sd= 1.062), (4) help-seeking (m= 3.827, sd= 1.081), and (5) self-evaluation (m= 3.784, sd= 0.968). efl undergraduate students also perform high self-regulated learning strategies in the domain of environment structuring, particularly in arranging and determining the right place that supports learning english. however, they have low self-regulated learning strategies in task strategies and time management domains, particularly in preparing questions when learning english. further researchers are recommended to look into the relationship between the amount of time undergraduate students spend learning english and their self-regulated learning strategies. keywords: english as foreign language (efl), online self-regulated learning strategies, survey study abstrak penelitian ini bertujuan untuk mengidentifikasi strategi pembelajaran online dengan regulasi diri mahasiswa s1 efl selama pandemi covid-19. penelitian ini melibatkan 81 mahasiswa s1 efl angkatan 2020 jurusan pendidikan bahasa inggris di salah satu perguruan tinggi swasta di indonesia. kuesioner online self-regulated english learning (osel) yang diadaptasi dari zheng et al (2016) dipilih sebagai instrumen penelitian ini. kuesioner terdiri dari 21 item. temuan mengungkapkan bahwa profil strategi pembelajaran mandiri online dari 5 domain adalah (1) penetapan tujuan (m= 3.800, sd= 0.890), (2) penataan lingkungan (m= 4.015, sd= 1.033), (3) strategi tugas dan manajemen waktu (m= 3.365, sd= 1.062), (4) mencari bantuan (m= 3.827, sd= 1.081), dan (5) evaluasi diri (m= 3.784, sd= 0.968). temuan ini juga menunjukkan bahwa partisipan yang mempelajari bahasa inggris sebagai bahasa asing (efl), memiliki strategi pembelajaran dengan regulasi diri yang tinggi dalam domain penataan lingkungan, terutama dalam mengatur dan menentukan tempat yang tepat yang mendukung pembelajaran bahasa inggris. walaupun demikian, mereka memiliki strategi pembelajaran dengan regulasi diri yang rendah dalam domain strategi tugas dan manajemen waktu, terutama dalam mempersiapkan pertanyaan saat belajar bahasa inggris. untuk penelitian selanjutnya, peneliti menyarankan peneliti lain untuk melakukan penelitian untuk mengetahui hubungan antara lama belajar e-issn: 2621-9158 p-issn:2356-0401 *correspondence: astri.hapsari@uii.ac.id submitted: 12 may 2022 approved: 27 june 2021 published: 30 june 2022 citation: redjeki, g.p.d., & hapsari, a. (2022). efl graduate students’ online selfregulated learning strategies during covid-19 pandemic. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 82-96. doi: 10.22219/celtic.v9i1. 21066 mailto:astri.hapsari@uii.ac.id celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 83 bahasa inggris mahasiswa s1 dan strategi pembelajaran online dengan regulasi diri. kata kunci: bahasa inggris sebagai bahasa asing, strategi pembelajaran online dengan regulasi diri, studi survei introduction the covid-19 pandemic shifted the teaching and learning process from offline to online. as a result, teachers and students face new challenges on the field. previous research has revealed that online learning has a number of flaws. adedoyin & soykan (2020) report the first issue, arguing that online learning is dependent on technology and a good internet connection. as a result, students with poor internet connections struggle to attend classes and follow the teaching and learning process. according to bdair (2021) online learning is difficult for students who live in rural areas because internet networks are unstable and sometimes there is no signal. the second issue is distractions from home, such as loud noises that cause students to lose focus on their studies. the final issue, as reported by barnard-brak et al (2010), is a lack of interaction, not only between teachers and students, but also between students. as a result, students must be more autonomous and learn self-regulation so that their learning outcomes do not suffer. to overcome these challenges, students should alter their learning patterns in order to promote a more independent learning system and thus improve their learning. they can, for example, collaborate to solve learning problems, watch videos to repeat lessons, and search for additional materials from online resources. it means they can't rely on their teachers as their primary source of information. as a result, in order to manage their learning, students must improve their selfregulation. the ability to self-regulate one's learning is essential in differentiated instruction tanjung & ashadi (2019), for example. indriani & widiastuti (2021) discovered that in an online english learning environment using moodle as a learning management system (lms), students' positive attitudes grew in tandem with their increasing recognition of the moodle application and their ability to self-manage their learning. it has also been noticed that their positive attitudes toward learning have an effect on gradually improving learning achievements. during this pandemic period, efl undergraduate students can practice and develop self-regulation skills in order to become independent learners through online learning. according to yot-domínguez & marcelo (2017), independent students tend to choose and be responsible for their own desires without being pressured by others. these students take responsibility for determining which activities are beneficial to their academic achievement and selecting appropriate learning strategies. they also organize and direct themselves to achieve satisfactory learning outcomes. the ability to self-regulate learning is also known as self-regulation learning (srl). zheng et al. (2016) argued that by implementing independent learning, selfregulation plays an important role in increasing learning effectiveness. one of the goals for students trying to develop independent learning abilities for academic success is to develop self-regulation (yot-domnguez & marcelo, 2017). students will learn how to manage time, such as when, where, and how they learn online, and they genti putri dwi redjeki, astri hapsari efl graduate students’ online self-regulated learning strategies during covid-19 pandemic 84 will know their level of understanding of learning material and what to do to achieve optimal learning outcomes (barnard et al, 2009). literature review self-regulated learning (srl) self-regulated learning is the action or initiative of students to control themselves by setting independent learning goals that engage students in metacognition, time management, motivation, and behavior control (zimmerman, 2015). students choose an independent learning method to apply their selfregulation skills, such as measuring their abilities, evaluating themselves, setting learning goals, finding sources of information that support learning, and controlling thoughts, behavior, and others in themselves to achieve success in the learning process (kirmizi, 2014). self-regulation is critical for improving student learning outcomes both online and in person barnard et al. (2009). another opinion from cho et al. (2017) defines that self-regulated learning (srl) is a process where students manage their learning systems to motivate and as a reflection of students achieving their learning goals. thus, students need to improve their skills in metacognition, time management, and effort. some studies have shown that self-regulated learning can have a positive impact on student learning. shih et al. (2019) stated that online learning allows students to be actively involved by self-regulating and motivating themselves to have a willingness to achieve learning goals and get satisfying learning outcomes. broadbent and poon (2015) examined the effect of self-regulated learning (srl) on academic achievement in higher education students. this study found that selfregulated concepts in the form of metacognition, time management, effort, and thoughts had a positive impact on improving students’ learning outcomes. not only that, barnard et al. (2009) argued that self-regulation has a positive impact on students to practice their abilities and independence such as how to manage time such as when, where, and how students learn online. the self-regulated work system is a system description of how students manage their learning during online learning by being responsible and disciplined learners. in this study, the measurement of srl in online and mixed learning environments is conceptually and operationally divided into several indicators by barnard et al. (2009). these indicators include goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation. goal setting goal setting or goal orientation refers to a set goal to take steps to achieve the desired results. goal setting concerns the extent to which students are involved and participate in preparing for their activities such as doing assignments, studying, or other activities based on their desire to achieve their learning goals (pintrich et al., 1991). goals serve as criteria for individuals to judge how they are doing in a situation of achievement and help them decide whether they should continue to regulate their activity as they are or make changes(wigfield et al., 2015) environment structuring celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 85 environment structuring refers to setting the environment or an ideal place for learning in a calm condition and free from things that interfere with learning concentration (pintrich et al., 1991). environmental structuring is students’ initiative to choose or find a place to learn and use media that support instruction such as computers or laptops and other tools that support learning. during the pandemic, students study online and blended learning in schools. with these conditions, students spend a lot of time studying at home, however, most of the students are still uncomfortable and lack concentration when studying because of many disturbances such as crowds, noise, or poor signal constraints. to overcome these problems, it is important to apply environmental structuring of self-regulation so that students manage their learning environment, either at home or in other comfortable places and make them focus on learning and support their learning activities lynch et al (2004). task strategies and time management independent learners not only set the place or learning environment but also set the task strategy and learning time. the process of task strategy in selfregulation is to analyze and choose the right method or strategy for successful learning (zimmerman, 2011). time management is an action or process that involves planning and scheduling time to carry out an activity that develops effectiveness, efficiency, and productivity (zimmerman, 2011). not only setting a schedule for studying, but also managing the amount of time needed during studying or completing tasks, including things that are important for fluency and success in learning. students who use their time efficiently in studying allow them to superior and achieve better than students who cannot manage their study time (lynch et al., 2004) independent learners who have time management skills know how to manage time and are aware of the deadlines needed to do or complete each activity because they are aware of the needs of the time they spend (zimmerman, 2015). help-seeking another component of self-regulation is help-seeking which is the ability to seek academic help or support from others for academic success (lynch et al., 2004) zimmerman (2011) argues that help-seeking in the self-regulation process is the process of choosing instructors, teachers, or people who have high knowledge, even choosing books for reference and helping them in learning. several studies show that help-seeking facilitates the learning process so that it runs well. lynch et al (2004) investigated help-seeking in the self-regulation process in online learning. students in online learning can still ask for help from friends or teachers via whatsapp, email, or other media if they encounter difficulties or have questions. even if they do not meet face-to-face, interaction can be done remotely using today's sophisticated technology, so there is no need to be concerned if there are obstacles to learning, and this also trains students' self-regulation skills. meanwhile, gonida et al. (2019) found that when experiencing difficulties in learning, students who perform self-regulated learning strategies know how to look for someone who will help them in overcoming problems such as help from friends, teachers, or instructors. students with high performance goals were more likely to perceive help-seeking costs, whereas students with low goal orientations were less likely to perceive help-seeking benefits and seek instrumental assistance. won et al (2021)) also found that students with high performance goals were more likely to perceive genti putri dwi redjeki, astri hapsari efl graduate students’ online self-regulated learning strategies during covid-19 pandemic 86 help-seeking costs, whereas students with low goal orientations were less likely to perceive help-seeking benefits and seek instrumental assistance. self-evaluation self-evaluation is assessing or evaluating oneself on the effectiveness of an activity related to learning activities (kirmizi, 2014). self-evaluation relates to measuring their performance on the quality of the activities they have done (zimmerman, 2011). students who evaluate the results of their work are referred to as independent learners because after carrying out an activity such as completing an assignment, they will re-check errors and things that must be corrected. getting used to doing so can improve self-regulation skills because they independently identify and evaluate their mistakes and try to correct them (kitsantas et al., 2004) giving students the opportunity to see the results of their performance and evaluation has a positive impact on students, encouraging them to be even more active in improving and improving their performance (horner & shwery, 2002). relevant studies several researchers have conducted research related to online self-regulated learning by using the online self-regulated learning questionnaire (oslq) developed by (barnard et al., 2009). barnard-brak et al. (2010) examined the relationship between self-regulated, researchers investigated the self-regulation skills of students in online learning during the first semester. this study aims to determine the development of students' online self-regulated skills and whether there are changes from time to time during online learning. there were 209 public university students in the southwestern united states and 101 students completed the pre-survey. this study uses a quantitative method using the online selfregulated learning questionnaire (oslq) (barnard et al., 2009) questionnaire used to measure self-regulated online learning which consists of 24 items with a fivepoint likert type response format. the findings showed that students' self-regulated online skills did not change significantly in online learning over time. researchers conclude that online learning needs to look at ways to develop self-regulated skills because these skills do not automatically coexist with students' online learning experiences. shih et al. (2019) studied the relationship between students' online selfregulated learning (srl) and students' perceptions of flipped classrooms (fc). there were 576 undergraduates or graduates from 32 northern to southern taiwan universities. this study used two questionnaires, the online self-regulated learning questionnaire (oslq) developed by barnard et al. (2009) and the reverse perception questionnaire (pfcq), adapted by shih et al. (2019). the findings show that students who can self-regulate in their learning will .\assume that many benefits can be taken from online learning activities and they tend to have experience and get good results in online learning. schwam et al (2021) conducted quantitative research to identify students' readiness and self-regulation toward online learning. there were 477 respondents from state universities in the southeastern united states in this study. after analyzing the online self-regulated learning questionnaire results, developed by barnard et al (2009), the results revealed that self-regulated learning strategies support student learning. however, many students are still uncomfortable with celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 87 online learning platforms that hinder the learning process and are less prepared to face online learning due to a lack of ability to design self-regulated learning. although several studies have been conducted on online self-regulated learning (barnard-brak et al (2010); zheng et al (2016); shih et al (2019); schwam et al (2021)), to the best of the authors’ knowledge when the study was conducted, there was no study which describes students' self-regulated learning strategies in online learning in indonesia context at the time of covid-19 pandemic. to fill the gap, this research was intended to identify efl undergraduate students' online selfregulated learning strategies during the covid-19 pandemic. conceptually, this study intends to add new insights and knowledge for readers regarding online selfregulated learning strategies for efl undergraduate students during the covid-19 pandemic. in practice, this research intends to raise efl undergraduate students' awareness of online self-regulated learning strategies so that they can help themselves to optimize their learning to be better and more successful during the covid-19 pandemic. method this survey was conducted at one of yogyakarta's private universities with the goal of identifying participants' online self-regulated english learning strategies during the covid-19 pandemic. participants enrolled in online learning design for communication skills in english courseworks from september 2020 to march 2022 as part of the university's fully online learning policy. google classroom, zoom, whatsapp groups were the course delivery format online learning service for this institution. google and zoom were purchased by institutions of higher education for the purpose of blended learning and online learning, either synchronous or asynchronous learning mode. the participants were first year students who enrolled at the university at the time when the university set online learning as the online learning mode due to covid-19 pandemic. according to creswell (2014) , the aim of a survey study is to generalize from a sample about the population’s attitudes, behavior, and characteristics and draw inferences of the population. the population consists of 101 english language education undergraduate students registered in class of 2020 in the department of english language education. in terms of sample size, the researchers decided to use the slovin formula as the primary reference in calculating the sample size, and 81 students who were willing to participate in this study and completed the survey were obtained. the slovin formula was used by the researchers because the researchers needed a minimum number of samples to allow for the possibility of making an error with a margin of error of 0.05. all participants were freshmen, with 27 males and 54 females taking english skills courses. in this study, the researchers used the online self-regulated english learning (osel) questionnaire developed by zheng et al (2016). osel consists of 21 items with a 5-point likert-type scale, ranging from 1 (do not agree at all) to 5 (strongly agree). each of these items refers to the domain of online self-regulated learning in online learning: goal setting (5 items), environment structuring (4 items), task strategies and time management (5 items), help seeking (3 items), and selfevaluation (4 items). the osel questionnaire by zheng et al (2016) was tested valid in a previous study and has an alpha coefficient of around 0.76-0.86 for each factor genti putri dwi redjeki, astri hapsari efl graduate students’ online self-regulated learning strategies during covid-19 pandemic 88 (overall alpha = 0.91), so it is classified as a consistent reliability instrument. however, the first author also retested the questionnaire adapted through spss v.23 to find out the consistency of the instrument from this study. the results show that this instrument has a cronbachs alpha of 0.90. in this study, the osel questionnaire from zheng et al. (2016) was translated into indonesian and content validity was discussed with the supervisor (second author) to make it easier for participants to understand the contents of each questionnaire item. to facilitate distribution of the questionnaire, it was created using a google form. because the conditions did not allow for the distribution of questionnaires directly to participants and online learning was still being implemented, the questionnaires were distributed in the form of a link to participants via whatsapp groups and personal chat participants. the use of an internet survey and its administration online has been discussed in the literature sue & ritter (2012). if there are multiple answers, the collected data is transferred to a google spreadsheet for selection. data proceeded with google spreadsheets and spss. the mean and standard deviation of the variables are determined using descriptive statistics. the results are then displayed in graphs and tables. findings figure1. the overall survey result according to the findings, the majority of participants choose environment structuring as a strategy to support online english learning (m= 4.015, sd= 1.033). meanwhile, students in online english learning used the fewest strategies in the domain of task strategies and time management (m= 3.365, sd= 1.062). table 1. the overall survey result domains of self-regulation n minimum maximu m mean sd goal setting 81 1,60 5,00 3,800 0,890 environment structuring 81 1,00 5,00 4,015 1,033 task strategies and time management 81 1,00 5,00 3,365 1,062 help-seeking 81 1,33 5,00 3,827 1,081 self-evaluation 81 1,75 5,00 3,784 0,968 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 89 goal setting table 2. result of goal-setting domain item number statement n mean sd 2 i set standards for my assignments when learning english online. 81 4.111 0.790 3 i keep a high standard for my learning in my online english course. 81 3.963 0.797 4 i set goals to help me manage study time for my online english learning. 81 3.95 0.864 1 i set short-term (daily or weekly) goals as well as longterm (monthly or for the semester) goals when learning the english course online. 81 3.753 0.859 5 i don't compromise the quality of my work in the english 81 3.222 1.14 there are 5 items regarding the domain goal setting in items 1 to 5. based on the table above, the most widely used strategy by students was found in item q2 (m= 4.111, sd= 0.79) with the statement “i set standards for my assignments when learning english online”. then the least strategy used by students was found in item q5 (m= 3.222, sd= 1.14) with the statement “i don't compromise the quality of my work in the english”. the mean score for items in the goal setting domain (m= 3.800, sd= 0.890). environment structuring table 3. result of environment structuring domain item number statement n mean sd 6 i choose a good location for learning english online to avoid too much distraction. 81 4.308 0.903 7 i find a comfortable place for learning english online. 81 4.012 1.078 9 i choose a time with few distractions when studying english online. 81 4.00 0.948 8 i know where i can learn english online most efficiently. 81 3.74 1.201 item 6 to 9 is domain environment structuring. item q6 is the most widely applied strategy by students in learning english online (m= 4.308, sd= 0.903) with the statement “i choose a good location for learning english online to avoid too much distraction”. then the strategy that is least used by students in this domain is found in item q8 (m= 3.74, sd= 1.201) with the statement “i know where i can learn english online most efficiently”. the mean score for items in the environment structuring domain (m= 4.015, sd= 1.033). task strategies and time management table 4. result of task strategies and time management domain item number statement n mean sd genti putri dwi redjeki, astri hapsari efl graduate students’ online self-regulated learning strategies during covid-19 pandemic 90 13 i allocate extra study time to learning english online because i know it is time-consuming. 81 3.518 0.95 14 i try to schedule the same time every day or every week to learn english online, and i observe the schedule. 81 3.506 1.001 12 i do extra online exercises in addition to the assigned ones to master the course content. 81 3.444 1.095 10 i read aloud the english instructional materials posted online to fight against distractions. 81 3.185 1.184 11 i prepare my questions before learning instructional materials online. 81 3.172 1.081 students chose q13 in the domain of task strategy and time management as the strategy most used by students in learning english online (m= 3.518, sd= 0.950) with the statement “i allocate extra study time for learning english online because i know it is time-consuming”. then the students slightly chose a strategy on the q11 item (m= 3.172, sd= 1.081) with the statement “i prepare my questions before learning instructional materials online”. the mean score for items in the task strategies and time management domain (m= 3.365, sd= 1.062). help-seeking table 5. result of help-seeking domain item number statement n mea n sd 16 i share my problems with my classmates online so we know what we are struggling with and how to solve our problems. 81 4.061 0.991 15 i find someone who is knowledgeable in online english language learning so that i can consult with him or her when i need help. 81 3.728 1.084 17 if needed, i try to meet my classmates face-to-face and discuss problems when learning english online. 81 3.691 1.168 the help-seeking domain above shows that many students choose q16 as a strategy that can help them in learning english online (m= 4.061, sd= 0.991) with the statement “i share my problems with my classmates online so we know what we are struggling with and how to solve our problems”. then the students slightly chose a strategy on item q17 (m= 3.691, sd= 1.168) with the statement “if needed, i try to meet my classmates face-to-face and discuss problems when learning english online”. the mean score for items in the help-seeking domain is: (m= 3.827, sd= 1.081) self-evaluation table 6. result of self-evaluation domain item number statement n mean sd 21 i communicate with my classmates to find out what i am learning that is different from what they are learning. 81 3.987 0.955 20 i communicate with my classmates to find out how i am doing with my online english learning. 81 3.74 1.104 19 i ask myself a lot of questions about the course material when studying for an online course. 81 3.716 0.925 18 i summarize my online english learning to examine my understanding of what i have learned. 81 3.691 0.889 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 91 in the self-evaluation domain, students chose q21 as the most widely applied strategy in online english learning (m = 3.987, sd = 0.955) with the statement “i communicate with my classmates to find out what i am learning that is different from what they are learning”. then the students chose a little strategy on the q18 item (m= 3.691, sd= 0.889) with the statement “ i summarize my online english learning to examine my understanding of what i have learned". the mean score for items in the self-evaluation domain (m= 3.784, sd= 0.968). discussion the current study attempted to identify efl undergraduate students’ online self-regulated learning strategies, especially freshmen who are taking courses that focus on english skills during the covid-19 pandemic. the identified english online self-regulation includes 5 domains that have the same domain structure as revealed by previous research (e.g., barnard et al. (2009); zheng et al. (2016); kirmizi (2014)) namely goal setting, environment structuring, task strategy, time management, help seeking, and self-evaluation. then this study has a satisfactory or consistent cronbach’s alpha reliability value and has the same tested valid instruments as previous studies. based on the results of descriptive statistics, the majority of students chose the environmental structuring domain (m= 4.015, sd= 1.033) as the most widely used strategy by students in online english learning. the findings of this study revealed that the environmental structuring domain, particularly the determination of the right place and away from distractions (m= 4.308, sd= 0.903) in item 6, is a strategy that is commonly used by efl students when learning english online with concentration and without distractions (m= 4.308, sd= 0.903). this demonstrates that freshmen have strong self-regulation abilities in organizing and determining the best location for english language learning, ensuring that it runs smoothly.the findings in this study revealed that the environmental structuring domain, especially regarding the determination of the right place and away from distractions (m= 4.308, sd= 0.903) in item 6 is a strategy that is mostly used by efl students when learning english online with concentration without any distractions. this shows that freshmen have high self-regulation abilities in organizing and determining the right place that supports english language learning thus that it runs well. similar to previous research,zheng et al. (2016) revealed that the environmental structuring domain is the most widely applied strategy, respondents can determine and choose the right place to avoid disturbing things when learning english online. with the development of the times, the results of this research will be different from previous research and there will be developments and changes from previous research. (kirmizi, 2014) had different findings, the researcher found that self-regulation in the goal-setting domain was relatively higher. therefore, it can be said that students' self-regulation ability in kirmizi (2014) research on goal setting is an important strategy for them to achieve satisfactory learning outcomes when learning online. furthermore, this study's findings are consistent with previous studies (e.g., zheng et al. (2016); kirmizi (2014) that the task strategies and time management domain in self-regulation is the least used strategy by students learning english online (m= 3.365, sd= 1.062). when learning english online, students can still genti putri dwi redjeki, astri hapsari efl graduate students’ online self-regulated learning strategies during covid-19 pandemic 92 manage their time well, try to make schedules, practice spelling questions, and reread materials independently, according to the findings. however, many students still do not prepare questions for online learning (m= 3.172, sd= 1.081) in item 11. this demonstrates that students' self-regulation ability in preparing for learning is still lacking, as most students do not study the material prior to class. as a result, students rarely prepare questions or even don't want to ask when there is still material that is unclear and they appear to understand the material presented by the teacher. this makes the class passive, and many students do not understand the material, which is detrimental to the next learning process. according to previous research by kirmizi (2014), students' self-regulation abilities in time management were quite good because students could divide their time with other activities so that it did not interfere with learning time. however, students' ability to selfregulate in task strategies has yet to be demonstrated; most students stated that they did not think about the course or class content prior to the learning activity, so most students did not prepare questions. students must first know something, specifically by studying the material prior to class, in order to know what they do not know and prepare questions to ask in class. however, as shown in the data, there are still many students who are unconcerned about this. conclusion the purpose of this study was to identify efl undergraduate students' online self-regulated learning strategies during the covid-19 pandemic. 81 efl undergraduate students batch 2020 from the department of english education have filled out and completed the questionnaire. the findings of this study reveal that efl undergraduate students have a high ability to self-regulated learning strategies in the domain environment structuring. however, efl undergraduate students have low ability for self-regulated learning strategies in the task strategies and time management domain. therefore, applying self-regulation provides a very important contribution to the teaching and learning process. students become more independent by changing their learning patterns and making learning strategies to achieve the planned learning objectives and support learning success. for pedagogical implications, a workshop on task strategies and time management may help freshmen to have better online self-regulated english learning strategies. for further research, the researcher recommends other researchers investigate the relationship between the length of time undergraduate students learn english and their self-regulated learning strategies. this study also still has limitations in terms of the target population which only covers freshmen from one major in a private university. future research may involve larger numbers of participants from all the departments in the faculty for more insight into online self-regulated english learning strategies. references adedoyin, o. b., & soykan, e. 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(2015). self-regulated learning: theories, measures, and outcomes. in international encyclopedia of the social & behavioral sciences (pp. 541–546). elsevier. https://doi.org/10.1016/b978-0-08-097086-8.26060-1 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 95 appendix online self-regulated english learning (osel) by zheng (2016) item statement domains 1 i set short-term (daily or weekly) goals as well as long-term (monthly or for the semester) goals when learning the english course online. goal setting 2 i set standards for my assignments when learning english online. 3 i keep a high standard for my learning in my online english course. 4 i set goals to help me manage study time for my online english learning. 5 i don't compromise the quality of my work in the english 6 i choose a good location for learning english online to avoid too much distraction. environment structuring 7 i find a comfortable place for learning english online. 8 i know where i can learn english online most efficiently. 9 i choose a time with few distractions when studying english online. 10 i read aloud the english instructional materials posted online to fight against distractions. task strategies and time management 11 i prepare my questions before learning instructional materials online. 12 i do extra online exercises in addition to the assigned ones to master the course content. 13 i allocate extra study time to learning english online because i know it is time-consuming. 14 i try to schedule the same time every day or every week to learn english online, and i observe the schedule. 15 i find someone who is knowledgeable in online english language learning so that i can consult with him or her when i need help. help-seeking 16 i share my problems with my classmates online so we know what we are struggling with and how to solve our problems. 17 if needed, i try to meet my classmates face-toface and discuss problems when learning english online. genti putri dwi redjeki, astri hapsari efl graduate students’ online self-regulated learning strategies during covid-19 pandemic 96 18 i summarize my online english learning to examine my understanding of what i have learned. self-evaluation 19 i ask myself a lot of questions about the course material when studying for an online course. 20 i communicate with my classmates to find out how i am doing with my online english learning. 21 i communicate with my classmates to find out what i am learning that is different from what they are learning. 39 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 1arima azwati*, 1slamet setiawan, 1oikurema purwati universitas negeri surabaya, indonesia abstract the need to think critically is essential in this era and people must be competent in analyzing, evaluating, and problem-solving to stay afloat. this study aims to know the level of postgraduate students' critical thinking beliefs and their performance in writing the research methodology section of the research proposal. the study was a mixedmethod study in which the quantitative method was applied to calculate the level of critical thinking belief by using a questionnaire, and qualitative data to analyze the draft of postgraduate students’ writing. the questionnaire was distributed to the participants (five efl postgraduate students), and documentation of their final project was collected. the study found that the efl postgraduate students’ critical thinking beliefs were on the level of valuing and less on confidence in critical thinking. the level of valuing critical thinking meant efl postgraduate students realized that critical thinking is a crucial ability they should master. however, they cannot implement it consistently for their study or social problems in daily life. the result of the content analysis of writing (research methodology) varies widely: some students were proficient in communication and problem-solving, and some were not, and synthesizing abilities became the lowest achievement of students' skills in writing. keywords: critical thinking belief; efl postgraduate students; research methodology; writing abstrak pada abad 21, orang orang hidup di era modern dimana semua tekhnologi dan informasi berkembang dengan sangat pesat. kebutuhan untuk berfikir kritis sangat diperlukan untuk menjalani kehidupan seharihari. semua orang harus pandai dalam menganalisa, mengevalusi, dan melakukan pemecahan masalah untuk tetap bertahan jika mereka tidak ingin tertinggal oleh zaman. penelitian ini dilakukan dengan tujuan untuk mengetahui tingkat berfikir kritis oleh mahasiswa pascasarjana dan kemampuan mereka dalam menulis methodologi penelitian. penelitian ini menggunakan metode mix method. kuesioner dibagikan kepada para partisipan dan dokumentasi tugas akhir mereka telah dilakukan. hasil dari penilitian ini menunjukan bahwa mahasiswa pascasarjana mendapat nilai 4.20 dalam kategori valuing in critical thinking dan mereka lemah dalam confidence in critical thinking. kemampuan mereka dalam menulis research methodology juga bervariasi. beberapa dari mereka bagus dalam memberikan informasi, sebagian lagi tidak. lalu, mereka mendapatkan nilai yang rendah dalam kegiatan mensintesiskan informasi. kata kunci: kepercayaan berfikir kritis; mahasiswa pascasarjana; research methodology; tulisan e-issn: 2621-9158 p-issn:2356-0401 *correspondence: arima.19002@mhs.unesa.ac.id submitted: 9 february 2022 approved: 20 june 2022 published: 27 june 2022 citation: azwati, a., setiawan, s & purwati, o (2022). efl postgraduate students critical thinking beliefs and their ability in writing research methodology. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 3952. doi: 10.22219/celtic.v9i1.20166 arima azwati, slamet setiawan, oikurema purwati efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 40 introduction critical thinking is one of competencies that should be mastered and practiced in daily activities. salahshoor and rafiee (2016) expressed that critical thinking was considered as an ability for a lifetime that people need in their academic and social lives. why is critical thinking considered as a crucial competence for a lifetime? haseli and rezaii (2013) argued that critical thinking should be developed to face the changes of the 21st century and solve complicated societal problems. critical thinking skills encourage someone to think deeply about information they get to avoid misconceptions, including biased persuasion, prejudice, irrational attitude, or ideas (ratnadewi & yunianti, 2019). critical thinking is not only about the perception that people can answer the question quickly and correctly but how their minds can think and process the information logically, argue and solve the problems, and know the factual information based on the source. due to the importance of critical thinking, it must be introduced and taught to the students in any subject, such as the english language, as early as possible to expand their potentials. in the indonesian context, english has been taught and used as a foreign language (marlina, 2012). it has a challenge for the teachers’ and students’ selves in the context of teaching and learning. sulistiyo (2016) stated that most english teachers faced challenges in the form of low-motivated students and an environment that does not support them in learning the english language. thus, efl students should make a big effort to think critically in terms of understanding the context and structure of the language. allison et al. (1998) argued that students who do not use english as their first language might need assistance and guidance to hone their critical thinking in arguing and understanding the context of the language. efl students' critical thinking can be reflected through one of the language skills, namely writing (indah, 2017), via idea development, reasoning, persuading, and so on. in addition, reading can be a support to enrich knowledge with various kinds of reliable information to think even more critically by absorbing all the information, experience, and ideas provided in books ( wijayanti et al., 2015). additionally, it is also believed that reading can help the efl students find many new vocabularies, be familiar with the grammar and punctuation, and understand the meaning of the sentence. in higher education level, students must practice their critical thinking in many aspects. critical thinking should not be just another option for their level but rather an indispensable ability to confront tremendous amounts of information on how they can solve and cover the problem well (angeli & valanides, 2009). the big phase they should confront is the process of writing their final project, namely research proposal (rp). rp is the formal document written by postgraduate students which describes detailed information about the proposed program. yamin and purwati (2020) presented that writing an rp should be supported by the selfability to organize mindset, thought, idea, fact, and problem that should be formulated into the research problem. it also needed problem-solving ability to set the appropriate methodology and instrument to get easy onwards. the quality of their final product or rp depends on how they read much information, analyze it, give their further argument, and then compile those became the unity of their ideas. butterworth and thwaites (2013) suggested that the core activities of critical celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 41 thinking are analysis, evaluation, and further argument. those activities are needed and should be implemented in writing rp, especially in the research methodology section. in writing rp, the writer should deal with three chapters; introduction or background of the study, literature review, and research methodology (philips, 2013). each chapter should begin with a brief introduction to guide the reader into the fundamental substance of that part. then, it should end with a summary capturing the main points that have been discussed in that chapter. the complex one is on writing research methodology. igwenagu (2016) said that the research methodology offers the theoretical underpinning for understanding which method, set of techniques, or best practices can be applied to specific cases, for instance, to ascertain a particular outcome. in designing research methodology, the students should be able to handle the problem, create an appropriate design, look for the possibilities of the unpredictable case, and many more. thus, the ability of critical thinking is critical since it has a crucial role to progress significantly in finishing an rp. less critical thinking could affect how they compile the information and source in a paragraph because the ability of writing and thinking are interconnected (rahmat et al., 2020). several studies (such as kumar & refaei, 2017; mbato, 2019; rahmawati, 2018; sabu & vernandes, 2019; strakov & cimermanov, 2018; and devira & westin, 2021) showed their point of view related to the existences of critical thinking in education. first, kumar and refaei (2017) found that university students in a second-year writing course needed more practice in developing their writing ability to establish the significant topic they were writing. it means that the university students could not write the ideas to give any information to the readers well. second, the research on the ability of critical thinking in speaking skills was conducted by rahmawati (2018) in one of senior high schools in majalengka, indonesia. she found that the students’ ability to think critically in speaking activities was relatively low. then, mbato (2019) researched the area of critical thinking in reading skills among university students in the english education study program. the result implied that the students were yet confident in implementing critical thinking strategies in reading. sabu and vernandes (2019), on the other hand, invited the second-year university students of the english department to join the study and revealed that the university students’ ability in critical thinking in writing an argumentative essay was average. another study about students' critical thinking beliefs was also conducted by straková and cimermanová (2018) which involved students’ teachers and found that they were homogeneous on valuing critical thinking rather than on confidence in critical thinking. recently, devira and westin (2021) found that the students in the introductory academic program (iap) at the university of adelaide, south australia, needed a guide to improve their confidence and more scaffolding to support the development of their ability in academic writing. based on the previous studies, it can be highlighted that most students had difficulty in applying the ability of critical thinking, especially if it was linked to the language skills such as writing, speaking, and reading. the result of earlier studies showed that the students were low in writing in terms of establishing the significant topic, lacked in associating critical thinking with speaking, and were not confident arima azwati, slamet setiawan, oikurema purwati efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 42 enough in reading. all cases were taken at the level of undergraduate students. slightly different from the previous studies, the current study makes a breakthrough by including participants from a higher level (efl postgraduate students) where they have previous experience in writing and measuring their critical thinking beliefs. the current study focuses on knowing the level of efl postgraduate students’ critical thinking beliefs and how they manifest their critical thinking in writing research proposal, specifically on chapter 3 (research methodology). method the mixed-methods is used as the research design of this study. ary et al. (2010) described the mixed method as a blended technique of quantitative and qualitative in particular ways, with each approach adding something to the comprehension of the peculiarity. the mixed-method can be used to understand connections or contradictions between qualitative and quantitative data (shorten & smith, 2017). the purpose of this study was to know the level of efl postgraduate students’ critical thinking beliefs and the quality of students’ writing an rp, especially in designing the research, so the use of mixed methods was applicable for the study. the quantitative method was applied for calculating data of critical thinking belief and for participant selection by using stratified random sampling. maheshwari (2017) stated that stratified random sampling is a method that involves the division of a population into smaller groups. then, basic interpretative studies represented the qualitative studies were applied to analyze the writing of postgraduate students for deep analysis. there were two research instruments in this study. first, a critical thinking questionnaire adapted from stupple et al. (2017) consists of 27 items. it measured the level of critical thinking beliefs of efl postgraduate students. critical thinking belief was the postgraduate students’ motivation and willingness to avoid the process of fast answers. the questionnaire consisted of three factors, namely confidence in critical thinking (17 items), valuing in critical thinking (6 items), and avoidance and/or misconception of critical thinking (4 items). confidence in critical thinking correlates with the power to override ones’ convictions while thinking about the strength of value toward something; valuing in critical thinking refers to both the power to override belief and also the power to assess argument strength, while misconception is negatively connected with the ability to assess argument strength but more likely to guess or rush in making a decision. the questionnaire scale was modified to become 1-5 to make it easy for the participants to decide their answers. then, the term psychology in question four of the questionnaire was changed became the term english language, where the discipline was matched between the areas of the study. second, documentation was done to collect the data on postgraduate students’ writing rp. next, to measure the critical thinking in writing, the rubric of critical thinking skills from college (2011) was adapted. it consists of critical thinking aspects such as communication, analysis, problem-solving, evaluation, and synthesis. then, the aspects of reflection on its rubric were removed because it does not have role play to write the research design of rp. the aspect of communication means the ability to serve the appropriate information, analysis was the skill to define which appropriate participants or methodology for their research, problem-solving was celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 43 the ability to select one of the available solutions they found while finishing the research, evaluation referred to the ability for identifying the strength or weakness of cases on their study, and synthesize was how the student found and combined the detail information to be reliable information. the participants of this study were five efl postgraduate students in the third semester. the participants were selected based on several reasons (1) they had taken english major as their discipline at their undergraduate level, meaning that they had experienced writing rp using the english language, (2) they are at the same university, so they have the same treatment in a course, (3) they are english teachers where critical thinking is crucial to support their performance as teachers. firstly, the critical thinking questionnaires were distributed via a link (google form). after the participants accessed the link, they read guidance on how they should fill out the questionnaires correctly. secondly, documentation was done by collecting the postgraduate students’ final projects in the course of research proposal. thirdly, data reduction. the data needed on this study was chapter 3 of the research proposal, hence the data reduction would remove the introduction and literature review sections. findings efl postgraduate students’ critical thinking beliefs after the data from thequestionnaire of the critical thinking was obtained, the analysis was done by using ibm spss statistics 25, revealing that the sample distribution was normal (for all three variables) as shown in the result of the analysis table below: table 1. descriptive statistics for variables confidence in critical thinking (cct), valuing in critical thinking (vct), and misconception (mis) table 1 shows the result of efl postgraduate students' critical thinking beliefs. the mean score of confidence in critical thinking (cct) was 3.00. this was the lowest score between valuing in critical thinking (vct) and misconception (mis). then, followed by the level of misconception with 3.20. next, the highest mean score was 4.20 on the level of valuing in critical thinking (mis). the data confirmed that efl postgraduate students' critical thinking beliefs were at the level of valuing in critical thinking. however, they were low on confidence in critical thinking. statistics cct vct mis n valid missing 5 5 5 0 0 0 mean 3.00 4.20 3.20 median 3.00 4.00 3.00 mode 3 4 3a std. deviation .000 .447 .837 minimum 3 4 2 maximum 3 5 4 a. multiple modes exist. the smallest value is shown. arima azwati, slamet setiawan, oikurema purwati efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 44 the following is the frequency table of the critical thinking belief levels. the result of each table did not compare to another table; it was only seen for the frequency in each scale. table 2. frequency table of confidence in critical thinking (cct) firstly, the categorization of confidence in critical thinking (cct) was to measure the students’ ideas and feelings that was represented the positive value. confidence in critical thinking is the highest level in critical thinking belief, unfortunately, the efl postgraduate students prefer to choose the safe answer (neutral). one of the statements on the level of confidence in critical thinking (cct) was: “i can express my critical thinking well in my written work”. then, based on the analysis presented in table 2, all participants chose 3 (neutral). no one chose the scale of agree or disagree as their responses from their ability in writing. different from expectation, this study found that efl postgraduate students were less in expressing their ideas in writing. table 3. frequency table of valuing in critical thinking (vct) table 3 shows the frequency score of valuing in critical thinking. the number of scales ranges from agree to strongly agree. at this level, efl postgraduate students show positive value in their perception of critical thinking. one of the statements on the level of valuing in critical thinking was: “critical thinking is essential in higher education” based on table 3, the efl postgraduate students agreed with the statement. the scale they chose was strongly agree and the rest answered agree with the percentage of 80%. table 4. frequency table of misconception (mis) miss frequency percent valid percent cumulative percent valid 2 1 20.0 20.0 20.0 3 2 40.0 40.0 60.0 4 2 40.0 40.0 100.0 total 5 100.0 100.0 cct frequency percent valid percent cumulative percent valid 3 5 100.0 100.0 100.0 vct frequency percent valid percent cumulative percent valid 4 4 80.0 80.0 80.0 5 1 20.0 20.0 100.0 total 5 100.0 100.0 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 45 table 4 describes the data calculation of misconception. the scale range of this level was more varied, which was around 2-3-4. the data showed that 20% of participants chose disagree, followed by 40% of participants who chose neutral, and 40% chose agree. one of the statements in this level was: “i prefer to do things where there is a quick answer” this statement received a varied scale range. one efl postgraduate student disagreed about the statement, two students were neutral, and the rest agreed with the statement. this result confirmed that the efl postgraduate students preferred practical things and ignored depth thinking to decide something. the level of misconception was the negative value in the category of critical thinking beliefs. in conclusion, the mean score of efl postgraduate students showed that they were at the level of valuing in critical thinking with 4.20. it was the highest score compared to the level of confidence in critical thinking and misconception. it indicates that the post graduate students did not have enough confidence in critical thinking and preferred safe mode answer. efl postgraduate students’ ability in writing based on the content analysis, the efl postgraduate students’ abilities in writing are spread into five categories, namely exemplary, proficient, developing, emerging, and not present. then, the rubric of critical thinking, as described in the method section, was adapted by considering the reason why this framework can function as a measuring tool for critical thinking skills implemented in the current project through the students’ academic writing. in addition, the original rubric consisted of some aspects needed in analyzing the students’ academic writing such as communication, analysis, problem-solving, evaluation, synthesis, and reflection, but the aspect of critical thinking in terms of reflection was removed because it was not appropriate to analyze the research methodology section. those aspects of critical thinking related to the intrinsic or extrinsic aspects had been applied to this recent study. in the following, table 5 presents the result of the content analysis of the efl postgraduate students in writing research methodology: table 5. efl postgraduate students’ performance on critical thinking performance critical thinking skills exemplary proficient developing emerging not present respondents 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 communication + + + + + analysis + + + + + problem solving + + + + + evaluation + + + + + synthesis + + + + + the analysis result found that five postgraduate students have diverse tendencies in performing the critical thinking. the explanations are below: arima azwati, slamet setiawan, oikurema purwati efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 46 respondent 1 (r1) the communication skill of r1 was in the emerging level. r1 only provided simple ways by stating the research design method only. adding the reference after the information about research methods' explanation did not make the statement preferable because there was no the writers' argument. the statement of communication or explanation r1 served “qualitative study will be conducted in finishing this research”. this statement should be followed by the writers’ argument or logical thinking about the benefit of a qualitative method for his research, then the writer can use references to support the argument. the analysis skill was shown in identifying the participants. r1 showed that he did not choose the participants randomly; there was another sense which was taken into consideration even though it was not explained in detail. the sample of writing “the participants of this study were the nonnative-teachers and nonnative-students of certain secondary schools. the use of non-native teacher as the participants is because both the teachers and the students will share the similar politeness value.” then, another skill performed by r1 was problem solving which was on proficient category. he determined that the technique used to collect the data was appropriate and had been adjusted to the situation during the pandemic which was carried out online. the writer did not use one online platform only, but several online platforms that were accessible for the participants. next, the performance of evaluation, r1 was on developing. he was less in-depth evaluation and detail in giving information to the readers. the performance included in synthesis skill was found when he combined the data to answer the first research question, then connected it into the data to answer the second research question. so, the data obtained were sustainable to answer the research question. respondent 2 (r2) based on table 5, r2 achieved the proficiency level four of the core skills of critical thinking. the communication skills showed when the writer was able to serve the information to the readers in the sequence where the writers' arguments and ideas were supported by the references. r2 wrote “this study employs a descriptive qualitative method that collects, analyzes, and interprets a comprehensive narrative data……” then followed by the supporting sentences which contain the reference. then, in the ability of analysis skill, the respondent used logical reasoning to decide an appropriate method for research design. the sample of analysis “hence, the method is applied in this study to find out the contributing factors in the field of sla that account for the transfer of collocation use in efl students’ spoken productions”. another skill was problem solving which had been done by the researcher as well. r2 anticipated the process of collecting data by finding another option. so, the target of the data collection can be collected completely. the ability of evaluation was showed when the writer evaluated the criteria of the subject of the research. the drawback was the writer evaluated and analyzed the condition of the celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 47 research setting without explaining the benefits or correlations for the research study. in the performance of synthesizing skill, r2 was in the proficient category, which means his ability in providing the information to the readers was good enough. he was linking the crucial information to make the information easy to understand. “during the time being of the pandemic, all classroom activities are done remotely through online platforms. therefore, the observation method will also be conducted online by ……..”. based on writings’ sample above, r2 indicated that he was able to serve the information with a successive explanation. respondent 3 (r3) the performance skills for critical thinking of the third student was categorized on proficiency level. the performance of communication was good. r3 explained the information systematically and succeeded in synthesizing the ideas from the research question to the research design. among four students, the explanation about research design was done in detail by r3. she wrote, “this study pays attention to the natural phenomenon that happens in the classroom so that descriptive qualitative is elected as a suitable research design". the performance of analysis showed in the way she analyzes the benefits of choosing an english teacher who taught english to mentally retarted students. r3 gave sequence information by stating the case at the beginning and giving affirmation at the end. this is the sample of analysis performance “moreover, the subjects of this study involved one english teacher who taught english for mentally retarded students.………. this is to make sure that the teacher has enough experience in teaching”. next, the evaluation skill took place when she wrote the ideas about how the naturalistic approach should play in research. then, problem solving was done by r3 in deciding appropriate data and source of data to answer each research question. she considered what kinds of data should be taken to get it rich and efficient. r3 wrote “this study needs selection to determine the appropriate data to answer two research questions. the first data is….., the second data for the second research question is……..”. then, in synthesis skill, she did well in explaining items' function in each instrument where she combined the items' function of the instrument and supported that statement with the references, which made the information even more powerful. r3 also initiated to serve the table of research methods to conclude the steps needed in conducting research methods for easy understanding by the readers. respondent 4 (r4) the lowest category of performance-critical thinking was obtained by r4. the performance of problem solving and synthesize could not be found in her writing. then, the performance of communication, analyze, and evaluation was at the emerging level. to give the information to the readers, r4 directly stated "this research is the qualitative method" without creating another creative way to serve the explanation for the readers better. another performance on analyses was shown when she decided to participate in the study where the short statement was presented like “the english pre-service teachers are the subject of this research”. arima azwati, slamet setiawan, oikurema purwati efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 48 another performance of evaluation that she stated "those institutions are chosen because the lectures give the peers to provide the presenters feedback about their performance". among four postgraduate students, r4 has limited information to be presented, starting from the research design, setting, subject, data, source of the data, etc. the coherence among the paragraph and the unity of the ideas cannot be found since r4 only wrote short statements/information in her writing. respondent 5 (r5) to explain the reason for using a particular approach in the study, r5 was good at serving the information to the readers. the performance of communication skill was at a proficient level. r5 wrote the main ideas of using qualitative research, followed by an explanation of why it was an effective approach for the study. this was the example of the writing “due to its emphasis, the qualitative research is appropriate to describe teachers’ instruction which cover higher order thinking skill (hots) in….” then, the analysis performance was on a developing level where it can be found when she analyzed the criteria of the research subject she took. she stated the criteria was as usual and some points also sound like personal opinions. this was the samples’ writing which points out the personal opinion “while this study prefers to the experienced teacher since the longer the teacher teach, the more professional they are”. next, the performance of problem-solving could not be found as a critical thinking skill in her writing. there was no indication or statement which pointed out to solve the problem. the performance of evaluation skills appeared when r5 evaluated the time required for data collection to get the rich data. short information to explain the information made the evaluation skill’s performance develop. then, the example of short evaluation was “as the teaching and learning process is using online learning platforms, the researcher will participate in the classroom and observe the teaching process. it will occur four times in order to get completed data observation”. synthesize skill covered on the performance when r4 identified and explained three stages for qualitative data analysis using references. the ability was on a developing level because she could not correlate well between the main ideas of the reference and her opinion to give logical information. discussion confidence in critical thinking is the highest level of critical thinking belief ability. stupple et al. (2017) stated that confidence in critical thinking corresponded with the ability to override one's convictions while thinking about the strength of contention. in addition, eardley et al. (2017) also suggests that postgraduate students should be confident in critical thinking because they were designed around three pillars namely knowledge, skills, and behaviors to direct them to be successful in their studies. unfortunately, the efl postgraduate students in this study did not show the ability of confidence in critical thinking. they were inclined toward the level of valuing in critical thinking, which means that the efl postgraduate students still need guidance and more practice so their critical thinking ability can be formed and implemented appropriately. putri and sulistyaningrum (2021) stated that students must acquire higher-order thinking to help them adapt to the difficulties in celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 49 this global era such as global economic expansion, innovative progression, globalization, etc. thus, the efl postgraduate students must increase their capability to practice deep thinking in identifying, analyzing, evaluating, and problem-solving. in addition to critical thinking, the efl postgraduate students also need to improve their ability in academic writing. vayyey (2010) stated that students should be good at writing since it contributes to improving their competence in communication. it means that the writers cannot not only communicate complex viewpoints more effectively and structurally, but they can also practice their persuasive ability to influence the readers about what they think. the writing activity can increase students' productivity since it needs other supporting abilities like reading, thinking, expanding the knowledge, and comparing one information with another to find accurate and appropriate information. however, it would be difficult to achieve if the students did not put in the effort to hone their skills. in fact, wahyuni and inayati (2020) revealed that most of the students in their study had difficulty generating the ideas on topic development, theoretical framework identification, trusted source evaluation, research ideas, and relevant theory connection, as well as problem and theory assessment. furthermore, kotamjani et al. (2018) found that international postgraduate students who graduated from non-english medium instruction universities should be supported in terms of english for academic purposes (eap), critical thinking skills, and language-related skills to become self-directed in learning to write. regarding this research finding, the efl postgraduate students also need the guidance and motivation to synthesize, identify, and evaluate the information needed to write well. aydin and baysan (2018) claimed that the most challenging sections in writing rp were the section of "the introduction" and "literature review". additionally, ratnadewi and yunianti (2019) argued that the ability of students’ teacher critical thinking reached a high level in communication, analysis, and synthesis skill. however, they were at a low level of reflection skills because they were not accustomed to observing their analysis. devira and westin (2021) discovered the ability of students’ critical review in academic writing were in an unequal distribution of positive and negative evaluation, indicating that the students were lack of confidence in criticizing the work of established scholars. however, this current research also showed that efl postgraduate students had difficulty in writing a research methodology. the common obstacles are in analyzing, evaluating, and synthesizing. some of the efl postgraduate students were good in problemsolving. they were able to read the schema of what they needed in collecting data so that all the data or information they targeted would be achieved well. the efl postgraduate students were not only good at problem-solving but also in communicating to the readers in terms of providing relevant information. however, they are weak in several aspects, such as analyzing, evaluating, and synthesizing. they still need guidance and more practice to improve their ability. conclusion this research focused on the level of efl postgraduate students’ critical thinking beliefs and the quality of their writing, particularly in research methodology. the findings of this study showed that the efl postgraduate students’ arima azwati, slamet setiawan, oikurema purwati efl postgraduate students’ critical thinking beliefs and their ability in writing research methodology 50 critical thinking beliefs were on the level of valuing in critical thinking and less on confidence in critical thinking. the level of valuing in critical thinking meant the efl postgraduate students admitted that critical thinking is an essential ability they should master, yet, they cannot implement it consistently either for their studies or social problem in their daily life. the result of the content analysis of writing research methodology varies widely. some students were proficient in communication and problem-solving, while some others were not. synthesis abilities became the low achievement of the students' skills in writing. this study has a limited scope in terms of participants because it involved only postgraduate students in the same university and study program, namely the postgraduate students of english language education department. other than that, the critical thinking belief can be combined with other basic language skills such as reading, speaking, or listening to identify to what extent the performance of critical thinking belief can affect the language skills. since the study focuses on the postgraduate students' critical thinking beliefs, it is possible for the future research to add interview as a data collection technique to get additional data about perceptions or feelings in applying critical thinking, including difficulties, confusion, or convenience. in addition, another field, such as the final project in students' analysis or reflection, can also be used to obtain data related to the performance of the critical thinking skills. references allison, d., cooley, l., lewkowicz, j., & nunan, d. 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(2020). the problems of generating ideas faced by english language students in research proposal writing. pioneer: journal of language and literature, 12(2), 88. https://doi.org/10.36841/pioneer.v12i2.633 wijayanti, sutarsyah, c., & huzairin. (2015). the correlation between students’ critical thinking and their reading comprehension ability. doctoral dissertation, fkip, 1–9. retrieved from https://core.ac.uk/download/pdf/291529929.pdf yamin, m., & purwati, o. (2020). enhancing critical writing towards undergraduate students in conducting research proposal. arab world english journal, 11(2), 142–153. https://doi.org/10.24093/awej/vol11no2.10 https://core.ac.uk/download/pdf/291529929.pdf 120 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index english study club: how students' mental attributes reflect their motivation siti maria ulfa mattarima*, nur afifi, rezki suci qamaria institut agama islam negeri kediri, indonesia abstract this study focuses on investigating the main motivation of students in the english club and testing the level of motivation based on the aspects of learning motivation that have been developed by worell and stilwell. this study aims to reveal the difference in motivation between on-campus clubs and english clubs using quantitative descriptive methods on the subjects of students in the second semester to the final semester of the english department. the data was collected through a questionnaire and analyzed using a non-parametric test, mann-whitney. this study indicates no significant difference between student learning motivation on campus and the english club from the average of six aspects of learning motivation. however, the english club was superior in terms of feedback and goals as the primary motivation for students. from these results, it is known that the english club contributes well to the mental attributes of students in practicing english proficiency. keywords: english as a foreign language; english study club; learning motivation abstrak penelitian ini difokuskan pada investigasi motivasi utama mahasiswa pada klub bahasa inggris dan menguji level motivasinya berdasarkan aspek motivasi belajar yang telah dikembangkan oleh worell and stilwell. penelitian ini bertujuan untuk melihat perbedaan motivasi antara klub di kampus dan klub bahasa inggris dengan menggunakan metode deskriptif kuantitatif pada subyek mahasiswa semester dua sampai semester akhir jurusan bahasa inggris. data penelitian ini dikumpulkan melalui angket yang dianalisis menggunakan uji non parametrik yaitu mann-whitney. hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara motivasi belajar mahasiswa di kampus dan klub bahasa inggris dari rerata enam aspek motivasi belajar. namun, kelompok klub bahasa inggris ternyata lebih unggul pada aspek umpan balik dan tujuan daripada kelompok kampus. kedua aspek inipun menjadi motivasi utama mahasiswa dalam belajar bahasa inggris di klub bahasa inggris. dari hasil ini, diketahui bahwa klub bahasa inggris memberikan kontribusi yang baik pada atribut mental mahasiswa dalam melatih kecakapan bahasa inggris. kata kunci: bahasa inggris sebagai bahasa asing; klub bahasa inggris; motivasi belajar e-issn: 2621-9158 p-issn:2356-0401 *correspondence: sitimariaulfamattarima@gmail.com submitted: 4 december 2021 approved: 27 juni 2022 published: 30 juni 2022 citation: mattarima, s.m.u., afifi, n., & qamaria, r. s. (2021). english study club: how are students' mental attributes reflecting their motivation? celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 120134. doi: 10.22219/celtic.v9i1.18975 mailto:sitimariaulfamattarima@gmail.com celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 121 introduction in 2020, education first (ef) released the results of an english learning index survey from 100 countries in the world. unfortunately, the survey results show that indonesia is ranked 74th out of 100 countries or is in a low category (epi, 2020). it is undoubtedly a significant homework in the world of national education. it is undeniable that this condition is inseparable from the motivation to learn english in human resources in indonesia. motivation is a tendency that mentally encourages someone to do something to achieve something (legault, 2016). the factors behind the motivation itself support this. no wonder motivation can bring success to individuals or groups in various fields, such as economics, business, sports , and education. several educational studies have claimed that in the learning process, awareness of the value of motivation is vital for students to encourage the achievement of learning targets (turabik & baskan, 2015). motivation and learning are two things that influence each other (uno, 2014). learning is a state of behavior change that is relatively permanent and can occur due to strengthening exercises based on achieving specific goals called motivation. learning motivation also refers to a value and desire to learn (wlodkowski & jaynes, 2004). another opinion concludes that learning motivation is the overall driving force in students that creates, ensures continuity, and gives direction to learning activities to achieve the expected goals. therefore, it can be concluded that learning motivation is a desire that motivates individuals to direct individual behavior towards learning activities so that learning objectives can be achieved. (sudirman, 2011) learning motivation is generally divided into motivation from within or intrinsic motivation and extrinsic motivation (turabik & baskan, 2015). in the case of students or college students, intrinsic motivation is the motivation formed from a person's self-awareness that makes them feel interested and happy to learn; for example, a child learns english without any external coercion. at the same time, extrinsic motivation is the motivation that grows within a person because he wants to meet external factors such as pare nts, peers, and the environment (legault, 2016). another opinion suggests that learning motivation arises because of internal factors, namely the desire and desire to succeed a nd the encouragement of learning needs, hopes, and ideals. in addition, learning motivation comes from external sources, namely awards, a conducive learning environment, and exciting learning activities (uno, 2014). there are six aspects of learning motivation that have been developed by worell and stilwell, including responsibility, diligence, effort, feedback, time, and goals (amanillah & rosiana, 2017). the aspect of responsibility is the student's intuition to do the task without ignoring or leaving it ; students who have low motivation will tend to be indifferent to their assignment; this also impacts the second aspect, namely being diligent. diligent is when students can learn gradually and continuously for a reasonably long time, do not give up quickly, and have a very high concentration level. then the effort aspect refers to the student's initiative to complete the tasks that have been given, study hard, and use the time for extra learning activities such as visiting the library (amanillah & rosiana, 2017). siti maria ulfa mattarima, nur afifi, & rezki suci qamaria english study club: how students' mental attributes reflect their motivation 122 in addition to the above aspects, there is also a feedback aspect : students are happy with constructive inputs in praise, suggestions , and criticism. students who get feedback will feel that what they have done feels more meaningful and not in vain (namaziandost et al., 2019). on the other hand, there is also the time aspect, where students will use the time to study and complete assignments as much as possible. the last aspect is goals, referring to the primary reasons why students want to master the lesson and what they want to achieve after learning the material, such as wanting to pass a test, be praised by parents, gain new knowledge or develop their existing potential (galishnikova, 2014). with the motivational aspects above, learners make efforts to achieve their target in learning english. in the last five years, many studies have revealed the positive impact of motivation on students' english skills in various contexts , such as informal education from elementary school to university level. motivation positively impacts students' english performance at the elementary school level (sumanti & muljani, 2021). even students majoring in english want to learn it because it is influenced by intrinsic and extrinsic factors (nuraeni & aisyah, 2020). by joining an english club, the desire to learn english can be accommodated through informal education. an english club is a group created by several people who share the same interest and need for the english language. an english club focuses on practicing spoken language skills such as speaking and listening (malu & smedley, 2016). they also say that clubs like english clubs are gatherings of individuals who hold voluntary meetings on an informal and regular basis (afia, 2006). in addition, the club is a less formal group experience that emphasizes exposure to english without a strict set of english skills rules . english club is essential as a place for extra learning. college students only have a few hours per week, which is enough to memorize vocabulary, grammar, and writing, but they have little time to practice speaking. community-based english clubs are one way to close the gap (malu & smedley, 2016). the english club provides students with an english language environment for teachers and students to maintain their english language skills. they cover topics related to standards issues so that they can relate their previous knowledge to english. in addition, the explanation of the problem can also enrich the experience of members more broadly. it is important to know that the english club has essential elements, namely the activity leader, members, and meeting place (malu & smedley, 2016). according to malu and smedley (2016), a leader is essential to creating a thriving english community. this individual does not necessarily have a good knowledge of english. the essentials for a leader are qualified leadership, collaboration, and strong interpersonal and organizational skills. the role of the leader is to recruit and invite as many members as possible to join and encourage them to do the same; establish membership, community rules, plan, organization, and lead activities. next up are members. the criteria for becoming a club member are not very specific. they may be a student, student, lecturer, worker, housewife, or parent. the point is they must come regularly and consistently to meetings. the existence of members is vital to support the activities organized by the leader. members should be open and friendly to everyone, respect and encourage each other. the last one is the place of celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 123 practicing. an english club needs space to hold meetings. leaders or members can attend activities by utilizing public places such as parks, schools, and mosque grounds. in some cases, a member's house may be an option. in essence, this place can be accessed by all types of transportation so that the presence of members will be maximized. english club is one of the determinants of student motivation (alizadeh, 2016). english club is a forum that facilitates students to build and increase motivation in practicing their english (bage et al., 2021). students from smpn 1 makale also feel that the english club activities help them build confidence through collaboration and communication in practicing their english (rachel et al., 2020). in addition, the english club contributes to improving students' english skills (elnadeef & abdala, 2019). however, this does not rule out the possibility of demotivation in learning. low learning motivation is a condition where students do more work outside their learning activities or, in other words, avoid academic activities. students with common learning motivation will quickly give up if given a challenge in doing assignments and immediately feel satisfied with their learning activities (kenneth, 2016). low learning motivation will impact the individual's learning process (wright, 2012). for example, working on an individual task will be challenging to complete, even if avoiding working on and completing the assigned task. in addition to impacting the learning process, the low motivation of individuals also affects individual learning outcomes. the learning outcomes obtained with motivation are not optimal even though the individual can achieve maximum learning outcomes. it is also supported by research conducted by reiss (2009) that low learning motivation will make individuals not driven to achieve the best results so that the learning outcomes will be lower (reiss, 2009). students who have low academic performance can be caused by a low level of motivation as well. ironically again, this case happened to students who graduated from english education. the study results also show that this condition is due to external factors such as family and teachers (mauliya et al., 2020). the facts above still leave a big question mark regarding students' primary motivation in learning languages at the english club compared to on-campus and how the level of motivation is from the aspect of learning motivation. related research is urgently needed to contribute to the development of psycholinguistic education. psycholinguistic theories have helped a lot in the language learning process (purba, 2018). it has become a reference in determining learning strategies and improving the quality of english that are much more effective and keep up with the times. to respond to the problem above, the researcher will research the mental attributes of students studying in english clubs. researchers will measure students' level of motivation on campus and in english clubs using the likert scale as the most basic psychometric tool in social science research and education (joshi, kale, chandel, & pal, 2015). this study aims to investigate the primary motivation of students in english clubs and examine the level of motivation based on the aspects of learning motivation that have been developed by worell and stilwell so that this study can also see the difference in reason between motivation on campus and the english club. therefore, this study comes with the formulation siti maria ulfa mattarima, nur afifi, & rezki suci qamaria english study club: how students' mental attributes reflect their motivation 124 of the problem: "what is the main motivation for students to study at the english club, and how high is the level of motivation compared to students on campus based on the aspect of learning motivation?". for this research to make a new contribution to psycholinguistics, the study draws several considerations different from previous research. a similar study was conducted by bage, aderlaepe, and agustina (2021), namely the similarity in comparative subjects, namely students who joined english learning clubs and those who did not. in addition, the data analysis method that researchers will use is also the same. that is using spss in the form of a sample t-test formula. on the other hand, the difference lies in the collection of data and the focus of the discussion. the above study collected data through oral tests to investigate students' speaking skills. at the same time, this research used a questionnaire to reveal student motivation that affects students' english performance. other related research was conducted by ulfa and bania (2019). the similarities are in the use of questionnaires to test student learning motivation. however, the difference lies in the objectives, questionnaire references, and research subjects. this study aims to determine students' motivation in a regular classroom setting. in this study, the researchers examined students who were and studied in english study clubs. previous research also used a questionnaire based on intrinsic and extrinsic motivation, while this research was based on aspects of learning motivation. in addition, the subjects of the previous study were junior high school students, while this study was university students. the research that is quite mainstream in education is appointed by elnadeef and abdala (2019) and melviza et al. (2017). these studies have something in common in discussing how english language clubs strongly encourage students' motivation to practice their english (speaking) or reveal the contribution of english study clubs to students' english practice. however, the difference lies in the research method, questionnaire development, and objectives. previous studies used a qualitative descriptive method, while this study used a quantitative descriptive method. furthermore, the study applied ten items adapted from kasmalinda. instead, the researcher designed 30 question items based on worell and stilwell's six aspects of learning motivation. in addition, these studies investigate motivation by analyzing students' perceptions, while this study uses a questionnaire to analyze students' motivation levels. the final consideration is in al munawwarah's research (2018) on student learning motivation in learning english as a foreign language. the study explored the types of students' efl learning motivation and identified the factors that motivate them in the learning process. this research is a descriptive study using a quantitative and qualitative design involving a class in one of the vocational high schools. through closed questionnaires, open questionnaires, and interviews, data were collected, and data were drawn about the instrumental factors that play a significant role in the learning motivation of efl students. it is in line with this research which analyzes the high motivation of students in the context of the english studies club or the british community. the difference between the two is the purpose of using the instrument. this study aims to reveal the types and factors of celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 125 efl learning motivation, while this study uses aspects of learning motivation to determine the level of student learning motivation. method this study uses a quantitative descriptive method to investigate student learning motivation in english learning clubs and uncover the main aspects of their learning motivation. in addition, this method is used to test specific theories by examining the relationship between the variables to be measured. generally, testing is done using instruments to obtain research data numbers and analyzed based on statistical procedures (creswell, 2010). participant in this study, the researcher determined participants through a nonprobability sampling technique, quota sampling, where not all populations can be selected as samples (basri, 2007). this study attracted 35 respondents who met the research qualifications, namely students actively studying on campus and participating in english language clubs off-campus from semesters 2 to 8. as a comparison, the researchers also attracted 35 students with the same qualifications but did not participate in club activities. english. thus, this study's total participants or respondents were 70 active students from the english department of education, university of muhammadiyah makassar. instrument the instrument in this study uses a questionnaire because of the large number of respondents. the scale used is the likert scale. there are five options: "strongly agree" with a score of 4, "agree" with a score of 3, "neutral" with a score of 2, "disagree" with a score of 1, and "strongly disagree" with a score of 0. the likert scale is a psychological measurement instrument used to reveal data about mental attributes. disclosure is done by looking at the pros and cons, positive and negative attitudes, and agreeing and disagreeing with the attitude object (azwar, 2007). the researcher developed thirty statement items on the learning motivation scale questionnaire covering six aspects of learning motivation with the details shown in table 1. tabel 1. blueprint instrument no aspect no. item items total favorable unfavorable 1 responsibility 1, 2, 3, 5 4 5 2 diligence 6,7,8,9,24 25 6 3 effort 10, 11, 12, 13, 14, 15,16 7 4 feedback 17 18 2 5 time 19, 20, 21, 22, 23 5 6 aim 26, 27, 28, 29, 30 5 statements total 30 siti maria ulfa mattarima, nur afifi, & rezki suci qamaria english study club: how students' mental attributes reflect their motivation 126 procedure in the process of collecting and analyzing data, the researcher carried out several procedures: (1) the researcher validated the instrument to the expert and tested the validity and reliability test using spss, (2) the researcher gave a questionnaire on the learning motivation scale to respondent groups a and b, (3 ) the data analysis technique or statistical test used to test the research hypothesis is non-parametric statistical analysis. due to the types of data in this study being two independent samples with insufficient normal data, the researchers used nonparametric mann-whitney analysis as an alternative comparative test (wahana, 2011). findings from the results of the application of statistical tests in spss, it was found that the sample gave a normal contribution to kolmogorov-smirnov if the value of sig. more than 0.05. the data for the campus group and the english club group were not normally distributed. in this study, comparative test researchers researched with non-parametric data analysis, namely mann-whitney u. in the homogeneity test, the value of sig. based on the mean for the learning motivation variable is 0.492. because the sig value is 0.492> 0.05, it is concluded that the variance of the learning motivation data for the campus group and the english club group is homogeneous or similar. refer to the findings of "descriptive statistics". there are 35 people or samples for each group. the average student motivation for the campus group is 90.57, while for the english club group, it is 91.17. therefore, it can be concluded that there is a difference in the average learning motivation of students on campus and english clubs. based on the mann-whitney u test results, the u value is 575,500, and the w value is 1205,500. if the u and w values are converted to z values, then the range is -.435. significant value or p-value is 0.664>0.05. h0 or hypothesis 0 will be accepted if the p-value is more than the critical limit of 0.05 or. sig.> 0.05 and h1 will be accepted if the critical limit is below 0.05 or sig. <0.05. then the statistical results show that h0 is accepted and h1 is rejected. in conclusion, there is no significant difference between the motivation to study on campus and in the english club. campus group from all statements, students chose strongly agree (sa) 409 times or 38.95%, and students chose strongly disagree (sd) only 29 times or 2.76% as shown in table 2. table 2. results of motivation to study on campus no aspect answer positive response sd d n a sa 1 responsibility 4.57 % 8 % 8 % 37.41% 41.71% 79.12% 2 diligence 3.33% 10.95 % 12.85% 36.66% 36.19% 72.85% 3 effort 1.22 % 9.38 % 8.97 % 46.12 % 34.28% 80.40% 4 feedback 10 % 12.85 % 5.71 31.42 40 % 71.42% 5 time 0.57 % 10.28 % 14.28 % 40.57 % 34.28 % 74.85% 6 aim 2.28 % 6.85 % 12.57 % 28.57 % 49.71 % 78.28% celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 127 responsibility the table above shows students' learning motivation on campus based on the aspect of responsibility. of the five statements, students chose strongly agree 73 times and agree 66 times, which means 79.42% of students' learning motivation rises from responsibility. diligence the diligence aspect of students on campus shows good numbers. of the six statements, students chose strongly agree 67 or 36.19% times and agree 77 or 36.66%. at the same time, 23 decided not to settle, and seven students tended to disagree, meaning that 72.85% of students' learning motivation rose from the diligent aspect. effort based on the business aspect, student learning motivation on campus has a reasonably high percentage. there are seven statements, and students chose strongly agree as much as 84 times or 34.28% and agree as much as 113 times or 46.12%. twenty-two students' answers tended to be neutral, while 23 students chose to disagree and three strongly disagreed, which means that 88.57% of students' learning motivation comes from the business aspect. feedback the feedback aspect contributes 62% to student learning motivation on campus. there are two statements, students chose strongly agree 28 times or 40% and agree 22 times or 31.42%. four student answers are neutral, while nine students answered disagree, and seven voted strongly against the statements. time referring to the time aspect, student learning motivation on campus is 74.85%. based on the five available statements, 60 students answered strongly agree, and 71 answered agree. twenty-five answers are neutral, while 18 students' responses are disagreeing and one strongly disagreeing. aim table 2 above explains student learning motivation on campus based on objectives with five statements, students choose strongly agree 87 times or 49.71% and agree 50 times or 28.57%. twenty-two students' answers were neutral, while 12 students answered they disagreed or 6.85% and 2.28% strongly opposed, which means 78.28% of students' learning motivation comes from goals. english club group after thirty-five students filled out the questionnaire, students chose strongly agree (sa) 449 times from all statements, or 42.76% answered the information positively. in contrast, they answered strongly disagree (sd) 46 times or 4.38%. detailed findings are described in the following table. siti maria ulfa mattarima, nur afifi, & rezki suci qamaria english study club: how students' mental attributes reflect their motivation 128 table 3. the results of the motivation to study at the english club no aspect answer positive response sd d n a sa 1 responsibility 8.57 % 6.28 % 6.28 % 30.85 % 48 % 78.85% 2 diligence 5.71 % 7.61 % 15.71 % 30 % 40.95 % 70.95% 3 effort 0.81 % 5.30 % 15.51 % 41.63 % 36.73 % 78.36% 4 feedback 12.85 % 8.57 % 10 % 25.71 % 42.85 % 68.56% 5 time 0.57 % 5.14 % 21.14 % 37.71 % 35. 42 % 73.13% 6 aim 4 % 4 % 11.42 % 25.14 % 55.42 % 80.56% responsibility the first point describes student learning motivation based on the aspect of responsibility. there are five statements; students strongly agree with 84 times or 48%, and 54 agree or 30.85%. a total of 11 votes stated neutral while 11 student answers said disagree or 6.28%, and 15 votes strongly disagree or 8.57%, which means 78.85% of student learning motivation comes from responsibility. diligence the second point describes the students' learning motivation for diligently studying at the english learning club with six statements; students chose strongly agree 86 times or 40.95%, and 63 times to agree or 30%. a total of 33 votes stated neutral while 16 student answers disagreed or 7.61%, and 12 the majority strongly disagreed or 5.71%, which means 70.95% of student learning motivation arises from the diligent aspect. effort table 3 above describes students' learning motivation in the effort aspect of english learning clubs with seven statements; students chose strongly agree 90 times or 36.73% and 102 times agree or 41.63%. a total of 38 votes stated neutral while 13 students' answered to disagree and two votes strongly disagree or 0.81%, which means that the effort aspect affects 78.36% of students' learning motivation at the english club. feedback student learning motivation is based on the aspect of feedback. it consists of two statements. students chose strongly agree 30 times or 42.85%, and 18 times agree or 25.71%. 10% of the total votes were neutral, while six students' answered to disagree, and nine voted strongly disagree, which means that the feedback aspect contributes to 68.54% of students' learning motivation in the english club. time of the five statements, the time aspect affects 73.14% of student learning motivation in the english club. students chose strongly agree 62 times or 35.42%, and 66 times agree or 37.71%. 37 or 21.14% of the total celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 129 votes are neutral, while nine students answered disagree and one majority strongly disagree, which means that the time aspect affects 73.14% of students' learning motivation in english clubs. aim the learning motivation of english club students in the aspect of objectives or aims consists of five statements. students chose strongly agree 97 times or 55.14%, and 44 times agree or 25.14%. a total of 20 votes stated neutral, while 4% of student answers indicated that they disagreed and strongly disagreed or meant that the objective aspect affected 80.56% of students' learning motivation at the english club. discussion this discussion aims to review the findings in-depth to answer the previous problems. students on campus vs english club based on the findings, the researchers understand that the differences in student learning motivation in the campus environment and english clubs exist in all aspects. for the element of responsibility, the campus group is higher than the english club group by less than one percent (see table 2). furthermore, the diligence aspect shows that the campus group is almost two percent superior to the english club group. then the time aspect also indicates that the english club group is lower than the campus group even though the difference in numbers is not too significant or less than two percent. there are pretty surprising facts in the effort aspect, where the campus group got the highest score with a difference of around ten percent from the english club group. in short, the campus group appears to be superior in several aspects of learning motivation compared to the english club group. however, the english club group also has more contributions than the campus group. it is contained in two aspects, namely feedback and goals, where each element has an average difference of five percent. these two aspects indicate that students have a certain tendency towards english clubs. based on the results of the spss application, this research was carried out non-parametrically with the mann-whitney test. the results of this test showed that there was no significant difference between the two groups. so it can be said that both the campus and the english club have their respective roles in growing student motivation. studying on campus certainly has its curriculum to support students' academic values, while the english club can be regarded as a forum for informal learning. although its members do not get certificates that support educational administration, they can build relationships and language skills trained while studying. it is in line with the results of efendi's research (2019), where the english club as an extra off-campus activity greatly enriches students' hard and soft skills (efendi, 2019). student learning motivation on campus based on the six aspects in table 2, the researcher found that students were well-motivated on campus. the element of responsibility greatly influences siti maria ulfa mattarima, nur afifi, & rezki suci qamaria english study club: how students' mental attributes reflect their motivation 130 students' learning motivation. this influence is even more significant than the goal aspect. the responsibility aspect refers to the attitudes of students in facing the challenges of learning on campus. the questionnaire results (see table 2) show that almost all respondents admit that they always try to complete tasks independently. meanwhile, they acknowledge that learning english on campus can increase their scientific insight in terms of goals. from the results of descriptive statistics, the average student motivation on campus is relatively high. therefore, students do not experience significant difficulties in motivation while studying english at university because the data shows that students are well motivated. this condition is quite reasonable, considering that the demands of students on campus have become an initial commitment before taking education. no wonder if meeting the target value becomes a big motivation in learning. hi, this is the same as the results of previous studies that the biggest motivation of students in participating in learning on campus is to meet the passing grade (anas & aryani, 2014). in addition to achieving the passing grade target, other external motivations that support the enthusiasm and quality of student learning are outside parties such as family, relatives, friends, and the environment. it is very much needed by today's students, who are classified as the millennial generation. it is in line with the results of related research that parental intervention in providing support to children can foster good learning motivation so that learning targets can be achieved optimally. the role of parents is often also called external motivational factors (sumanti & muljani, 2021). in addition, this millennial generation tends to make the family the center of consideration and decision-makers ( badan pusat statistik, 2018). main aspects of student learning motivation in the english community from the results of the data analysis of the six aspects of learning motivation in the english club above, the researcher concludes that the objective element gives the highest contribution to the student's motivation to learn in the english club. then the second significant aspect is occupied by the effort aspect, which contributes quite well. in terms of goals, students claim to study english at the english club to process international-based information and make it easier to operate up-to-date technology; those who train in english at the study club are also motivated to have the provisions for registering. scholarships and study abroad. apart from the indepth statement above, most of them also admit that they are interested in english. from the aspect of the effort itself, this is very integrated with the condition of the english club, where students feel happy to meet friends who are also learning english; while practicing, they do not feel awkward interacting with anyone using english. they also agree that they have used their free time to practice their english skills by interacting with anyone. the english club trains language skills and fosters tolerance, cooperation, and adaptability in new environments (efendi, 2019). unfortunately, the feedback aspect is not prominent in the english club group even though the average is still above fifty percent (see table 3). almost half of the respondents objected and were annoyed if they had to be corrected when they made a mistake. this fact is quite surprising considering the aspects of effort and purpose celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 131 show that they are among those who are not afraid to make mistakes in learning. the researcher also assumes that the differences in student orientation in the english club are pretty varied. the english club is a non-formal education forum, so it is not surprising that the members prioritize fluency over language accuracy (accuracy). however, this does not rule out other reasons from students, so the researcher hopes that this point needs to be reviewed again in future research. apart from the inequality in the feedback aspect above, all aspects show that students' learning motivation in english clubs is relatively high with two dominant elements, namely goals and efforts. furthermore, aspects of plans and actions contain instrumental statements, so these two factors include instrumental factors in motivation. the role of these two aspects is also in line with the results of previous research, which states that instrumental factors play a significant role in efl students' learning motivation, which affects the high motivation of students in the english study club or english community (al-munawwarah, 2018). from the findings above, the researcher realizes that there are still limitations in generalizing the results of this study to similar cases. it is due to certain things in the implementation of this research. first, the subject of this research is still within the scope of english education students. second, the participants' limitations in answering the questionnaire on aspects of learning motivation may not represent every respondent's condition. it is hoped that further research can take a much larger sample to produce more saturated data. and thirdly, this research was conducted in a brief period, namely three months, which could allow for an imbalance between students who have been joining the english study club for a long time and those who have just joined. conclusion based on the findings and discussion above, the researcher concludes from formulating the problem that there is no substantial difference between these two groups. both groups gave an excellent contribution to motivation, although the difference was not significant. of the six aspects of motivation, student effort in learning english on campus is higher than in the english club. however, students' primary motivation in the english club is goals and feedback. these two aspects make students in the english club superior to those on campus. it is essential to know that the english club has its role in building the mental attributes of students in practicing their language skills. in this research process, researchers have developed a student learning motivation questionnaire based on six aspects of learning motivation (responsibility, diligence, effort, feedback, time, and purpose). the development of this questionnaire has passed validation and reliability tests, so it is expected to contribute to other learning motivation studies in the future. the researcher also suggests that further research can investigate students' perceptions specifically about the role of english clubs in influencing their learning motivation and how these mental attributes impact students' language skills. siti maria ulfa mattarima, nur afifi, & rezki suci qamaria english study club: how students' mental attributes reflect their motivation 132 acknowledgment we thank dr. eny satrina (the lecturer of muhammadiyah university) and reski suci qamaria m.psi (the lecturer of state islamic institute of kediri) for their help towards the authors and all suggestions put during the process of this research. references afia, j. b. 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(2012). six reasons why students are unmotivated (and what teachers can do). central new york: intervention central. 69 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index speaking expression: the sociodrama technique in enhancing students' speaking skill 1rahmiati*, 2iskandar abdul samad 1 universitas samudra, indonesia* 2 universitas syiah kuala, indonesia abstract this research aimed to apply sociodrama technique in teaching speaking. the study's objective was to investigate whether there is a significant difference in speaking scores between learners treated by sociodrama and those who were not. the methodology of this study was an experimental research method with a significance level of α=0.05. the samples of this study were 70 students in the 7th grade at one of the private junior high school in lhokseumawe, indonesia. these students were grouped into experimental and control groups, 35 students each. the instrument used was a test administrated in the form of pre-test and post-test. the data were analyzed using spss 20, the statistical package for social science. the data were considered normal and homogenous. from the t-test, the result showed that the critical area was higher than 2.00. the tcount value from the post-test between the experimental and control class is 2.54, which undoubtedly lies within the critical area. in conclusion, the sociodrama technique improved students' speaking ability. keywords: efl students; english language teaching; sociodrama; sociodrama technique; speaking skills abstrak penelitian ini bertujuan untuk mengaplikasikan teknik sosiodrama untuk meningkatkan skill berbicara. tujuan dari penelitian ini adalah untuk meneliti apakah ada perbedaan yang signifikan pada nilai skor siswa yang menggunakan teknik sosiodrama dengan siswa yang tidak menggunakan teknik sosiodrama. metode penelitian ini menggunakan metode penelitian kuantitatif dengan level signifikan α=0.05. penelitian ini dilaksanakan di mts swasta yapena arun, lhokseumawe dengan jumlah sampel sebanyak 70 siswa. siswa tersebut dibagi kedalam dua kelompok yaitu kelas kontrol dan kelas eksperimen yang masing-masing kelompok terdiri dari 35 siswa. intrumen yang digunakan pada penelitian ini menggunakan tes yang dibuat dalam bentuk pre-test dan post-test. data diolah menggunakan spss 20 setelah didapati data tersebut normal dan homogen. berdasarkan hasil t-test, diperoleh hasil kritik lebih tinggi dari 2,00. nilai tcount post-test antara kelas kontrol dan kelas eksperimen adalah 2.54 yang masih berada di critical area. kesimpulan dari penelitian ini adalah teknik sosiodrama meningkatkan kemampuan bicara siswa. kata kunci: pengajaran bahasa inggris; sosiodrama; skill berbicara; siswa efl; teknik sosiodrama introduction indonesian curriculum requires students to perform well in english using receptive and productive skills. concerning this issue, teachers need to examine deeper the techniques used in teaching to evaluate the students' absence in ability. e-issn: 2621-9158 p-issn:2356-0401 *correspondence: corresponding rahmiati@unsam.ac.id submitted: 28 february 2022 approved: 23 june 2022 published: 27 june 2022 citation: rahmiati & samad, i. a. (2022). speaking expression: the sociodrama technique in enhancing students' speaking skill. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 69-81. doi: 10.22219/celtic.v9i1.20366 rahmiati, & iskandar abdul samad “speaking expression”: the sociodrama technique in enhancing students’ speaking skill 70 the teachers can also generate students' interest and attitude in class through the best technique. the lecturer's innovations can be used to catch students' attention and promote their interest and motivation to learn (lumbangaol & mazali, 2020). in addition to mastering the four language skills of speaking, reading, listening, and writing, students should also understand other aspects of english, including lexicon, syntax, spelling, and pronunciation. all these components will be necessary and valuable for the students to implement later for speaking purposes. it indicates that the goal of english teaching is for students to be able to communicate fluently in english. theoretically, derakhshan, khalili, and beheshti (2016), in line with byrne (1997), argued that speaking skill covers practice and production stages. the practice stage focuses on sounds, vocabulary, spelling, grammatical items, or functions, while the production stage focuses on speaking fluency. it means that the students who have passed the practice stage are encouraged to continue to the production stage. however, due to the lack of knowledge of english, the students experience difficulty practicing and producing the language themselves. they also fear making mistakes when expressing ideas or sentences. meanwhile, in speaking, every student must be able to express ideas, practice dialogues, respond to the interviews, or tell stories. in line with the indonesian curriculum for junior high school, it requires students to process, present, and reason logically in concrete and abstract ways (depdiknas, 2016), one of which is via teaching spoken expressions. speaking expression is a spontaneous utterance and act based on the situation. it is the speaker's ability to process vocabulary into words and phrases to respond naturally in the actual situation. the expression is composed of a set of words compounded instead of interpreted by the meanings of the individual words that make it up (akhmad & amiri, 2018). phrase is used to communicate thoughts, feelings, and experiences as responses to others so that the conversation can happen. it is essential because, typically, a human spends much more time interacting through oral rather than writing (satria, 2020) based on the description above, the researcher conducted a preliminary study on 4th of may at one of private islamic junior high schools (mts) in lhokseumawe, aceh province, indonesia, and found two contradictory facts. firstly, most students at this school appeared to have difficulty speaking english. in oral communication, they frequently struggled to explain their thoughts, feelings, and experiences because of the lack of ability to use expressions. english is only spoken in class but not in society, so they were not accustomed to speaking in english. in addition, their speaking style sounded more like reading rather than speaking, resulting in the accuracy and fluency of speaking in english is challenging for them. they lacked of vocabulary and did not know enough about intonation, pronunciation, tone of voice, and word stress. regarding the gap between the curriculum and the reality, the researcher conducted the study at one private mts in lhokseumawe to deal with the problem. the mts is one of the islamic boarding schools in lhokseumawe, aceh, indonesia, where most students experienced the pidie jaya earthquake in 2016. during the research, the researchers suggested a technique in speaking called sociodrama technique. the sociodrama technique was firstly introduced by jacob levy moreno, celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 71 a psychiatrist from america. moreno used this technique to heal the children's trauma during world war ii through the experiential procedure for social exploration and intergroup conflict transformation. it works through showing expressions by allowing the thoughts, feelings, and hopes of all participants to rise to the surface. the effectiveness of this technique makes most global researchers apply it to the role plays in education, business, therapy, and theatre. in education, sociodrama was adopted by the teacher in teaching history and social studies, literature, psychology, medicine and nursing, and language (sternberg & garcia, 2000; fleury et al., 2015). the development of sociodrama in teaching language grew and became a teaching technique, especially in speaking. this technique trains the students to communicate in real situations and express their feelings and thoughts based on their condition. further, sociodrama is a method that allows the students to play a specific role (rosy, 2017). it is a technique that enhances students' ability to express their deepest affections and manage emotions (kellermann, 2007; alawiyah, taufiq, & hafina, 2019). in this case, the researchers tried to reinforce the students’ expressions of sympathy. shortly, such as a role-play, in sociodrama, students are trained to be competent in enacting their manner or facial expression and social relation among human beings. in sociodrama, a group of students should be the actors/actresses, while other groups who are not performing should be the audience and give feedback about the problem performed in the drama (browne, 2005; baile & walters, 2013). therefore, all students are required to be active in this technique. there are several guidelines for the sociodrama method, including simple, revealing, and detailed explanations of the instructions. kellermann (2007) and rosy (2017) have detailed and simplified the sociodrama method instruction into six stages as explained in the following: a) introduction and warm-up in this stage, the students are informed about the topic and the time they should spend when doing the sociodrama. besides, the character introduction is also introduced in this phase. before starting the action, the teacher should create a comfortable classroom condition by depicting the characters' situations in the story to the student. the teacher might also open a question or expressing-aspiration session. b) reenactment in this phase, the students perform their actions. to stregthen the students' actions, teachers can also do the playback, which is displaying the action through certain media to the students so that they can feel and personify powerfully with the incidents. c) cognitive reprocessing this stage promotes the trauma back to the classroom by sharing experiences and perspectives about the incidents. the class may discuss what has been done and what should have been done. weber (2012) adds that the students should be able to see things differently if they happened differently, but they still have to face what has happened and live with it. rahmiati, & iskandar abdul samad “speaking expression”: the sociodrama technique in enhancing students’ speaking skill 72 d) emotional catharsis in the fourth stage, all emotions attached to trauma are drained away. the students will have opportunities to share their feelings nonjudgmentally and in a supportive way. everyone should also show their respective manner. e) sharing and interpersonal support this phase appears more similar to the previous phase. what differs is that, in this phase, students can state their support and advice to each other. f) closure and rituals in the last phase, the teacher and the students pray or conduct other ceremonials showing that whatever happened has been designed by god. and most importantly, those who survive and continue their lives need to make transitions and adjust to the new living condition with the traumatic experience. several previous studies about sociodrama technique and the testimony can be seen in the following. first, a study by sugiarti (2011) to the second graders at man blora, central java, indonesia. after the teaching treatment using sociodrama technique for six meetings, the students’ speaking ability rose not only in the ability to reveal the expressions but also in their speaking sub-skills, namely vocabulary, accuracy, fluency, and pronunciation. second, research by kearins (2011) that gave sociodrama treatment to 173 aboriginal students in australia. the result showed that after six weeks, the students could get mentally involved when speaking english instead of their native language. lastly, a sociodrama study by afana (2012) on the ninth-grader palestinians in palestine. all students there have trauma with the conflict. the findings indicated that the students' speaking skill increase after six weeks (covering 21 hours) of meetings. so, the study recommended teaching speaking using educational drama or sociodrama since it could bring better outcomes to students' speaking ability. based on the explanation, the population, sample, background, and experience researchers faced differ from the other researchers. so, the researchers were eager to research using sociodrama technique in teaching speaking to prove whether this technique is effective to apply at one private mts in lhokseumawe, aceh, indonesia. accordingly, this study aims to investigate whether the sociodrama technique could enhance students’ speaking skills, particularly in comprehensibility and fluency. method this research was mainly quantitative research. it presented the data collected by the statistical procedure. creswell (2009), dimitrov (2008), and pratisti and yuwono ((2018) state that pre-experimental, true-experimental, quasi-experimental, and single-subject designs are the four categories of experimental designs. doing true-experimental research requires the researcher to study experimental and control groups and provide intervention during the experiment. furthermore, trueexperimental research may be designed with the groups randomly assigned. in this research, there is a difference in selecting the subject of study. the researcher used one class of experiment and one class of control group, one of the true-experimental design types. the independent variable of this study is sociodrama technique, and the dependent variables are comprehensibility and fluency in speaking. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 73 the current study's population is students at one private junior high school (mts) in lhokseumawe, aceh, indonesia, consisting of 314 students. nevertheless, the main target was the 8th graders counted 102 students. then, the researchers took 70 students as the sample using random sampling. the respondents were two (2) classes, 35 students, which were grouped as the experimental and control groups. the researchers used this sampling technique as hamied (2017) stated that the most significant and practical way to categorize variables is as independent and dependent variables. the procedure followed the one as suggested by acharya, prakash, saxena, and nigam (2013); the first-grade teachers as representatives of each class drew a lottery from a bag which two of the folds will have been written "eg" (for experimental group) and "cg" (for control group), meanwhile, other folds will be just empty. so those who took the fold with the written phrase gave their classes as the sample of this study. the instrument used in collecting the data was a test. in the experiment class, the researcher used pictures. the students were asked to speak and video-recorded as the source of a set of data. the test asked them to respond to a condition seen in a picture. so, there were two pictures, and the student had to verbalize their expression based on these pictures using the expression of sympathy. they were given 3-4 minutes to prepare and 2-3 minutes to describe each picture. in the control class, the teaching technique referred to the conventional teaching method regularly practiced by the english teacher at the private mts in lhokseumawe, aceh. this term was used to differentiate between the technique used by the researchers in teaching the experimental class and the one used by the regular teacher in the control class. in collecting data, the researchers conducted a total of eight meetings for the experimental class. a pre-test was administered during the first meeting, then continued with the implementation of the sociodrama technique from the second meeting until the seventh. finally, a post-test was conducted after that meeting. all stages are described in the following paragraphs. in the first meeting, the researchers gave the pre-test for experimental and control classes with the same test. the researchers gave two pictures to the students to describe. the pictures were about pidie jaya earthquake and refugee camps whose houses were attacked by a particular disaster. moreover, the students had 34 minutes to prepare and 2-3 minutes to describe the pictures. the students’ description was recorded to be later graded by using the rubrics suggested by heaton (1989). after compiling the score, the second meeting was held on the next day. in the experimental class, the researchers explained sociodrama and the procedures that the students needed to follow. to start the teaching process, the researchers first asked about the topic “pidie jaya earthquake”. she asked questions such as “how would you feel if you were there?”, “what would you do?”, “what can you do to help from here?”, and so forth. this was the introductory and warm-up stage. after some students answered and revealed their feelings of sympathy toward the condition, the researcher brought the students into the re-enactment phase. it was group 1’s turn to act. group 1 acted while others were observing their performance. after 20 minutes, the performance finished, and the class applauded. the class encountered rahmiati, & iskandar abdul samad “speaking expression”: the sociodrama technique in enhancing students’ speaking skill 74 the third phase, i.e., cognitive processing. in this phase, the class discussed what had been done and what should have been done about the tragedy. the class also analyzed the problem causing this situation. later, the phases of emotional catharsis and sharing support were carried out. the students revealed their feelings of sympathy toward the tragedy, and they also felt blessed that their country and region were in good condition. the last stage was closure and rituals. in this stage, the whole class, guided by the researcher, prayed for the victims in pidie jaya and wished that their condition would get better very soon. for the control group, the researchers taught the class by implementing the conventional method used regularly at the school: textbook-based teaching. first, the researchers introduced the same topic: the earthquake. then she wrote several sympathy expressions on the whiteboard and asked the students to repeat them after she read the expressions. after several repetitions, she asked the students to take notes of the expressions she wrote on the whiteboard. later, they were asked to read a passage about war. three students were appointed to read the passage aloud before the whole class should translate the passage. after doing the translation, the students were asked to sit in a group of 5 and write dialogue about the passage they read involving the use of showing sympathy expressions. then, each group was assigned to come to the front of the class to demonstrate their dialogues. they were not asked to memorize, so they only read from their notebooks. finally, the researchers ended the class. the researchers did the same activities for the third until seventh meetings but with different topics. the topics discussed were “9/11 terrorist attack”, “bullying”, “cancer”, and “poverty”, which were discussed in both classes. in the last meeting, the researchers did the post-test the same way as the pre-test. for post-test, there were also two pictures. the first picture showed about “gazan war”. in the picture, there is a heavily damaged street. furthermore, the second picture shows a group of children who are the victims of war. the students were also given 3-4 minutes to prepare and 2-3 minutes to describe their feelings toward the pictures they saw in the research instrument. the data were separated into five steps for analysis. the first step is to determine the weight of each correct answer; the second step is to determine the normality; the third step is to determine the homogeneity; the fourth step is to determine the standard deviation; and the last step is to determine the t-test. in analyzing the data obtained from the data collection, the researcher used several formulas taken from arikunto (2009). first, the data normality and homogeneity were investigated. then, the mean score and standard deviation were calculated when the data were judged normal and homogeneous. finally, the t-count was determined using the last analysis so that the researcher could establish whether the hypothesis was accepted or denied. findings normality and homogeneity tests the normality test and homogeneity test from the pre-test data of the experimental group and control group are initially provided below as this is vital for further data analysis. the result of the normality test can be seen in the following table. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 75 table 1. tests of normality kolmogorov-smirnova statistic df sig. pretesteg .139 35 .065 pretestcg .143 35 .066 from the table, we can see that the data are normal. the data are considered normal if the significant value is higher than α=0.05. from the table, we can learn that the significant value of the experimental group pre-test is 0.065, which is higher than α=0.05. and the significant value of the control group is 0.066, which is also higher than α=0.05. in conclusion, the data distribution of both groups is normal. the next step is testing the homogeneity. the data from both groups could be claimed homogeneous if the significant value is also higher than 5% (α =0.05). below is the result of the homogeneity test: table 2. test of homogeneity levene statistic df1 df2 sig. 1.343 2 33 1.54 the table above shows that the significant value of the pre-test score from both the experimental and control group is 1.54. this value is higher than α=0.05. in conclusion, besides normal, the data were also homogeneous. since the data were both normal and homogeneous, these two groups have a guarantee to be compared. hypothesis testing the following are four tests used to test the hypothesis. pre-test experiment group and pre-test control group table 3. hypothesis testing 1 group mean t experimental 54 -2.2 control 57 the calculation above found that the t-table for degree of freedom (df) 68 and in the level of significant 0.05 was higher than 2.00. thus, because -2.2 is not higher than 2.00, the ha is rejected, and the ho is accepted. the hypothesis was rejected because there was no treatment for both groups. so, their speaking ability was scored from their natural ability. teaching speaking techniques can make students aware of the strategies they can use during the transactions. pre-test experiment group and post-test experiment group table 4. hypothesis testing 2 group mean t pre-test experimental 54 2.9 post-test experimental 67 rahmiati, & iskandar abdul samad “speaking expression”: the sociodrama technique in enhancing students’ speaking skill 76 from the table above, we can see that the t-table for the degree of freedom (df) 68 and level of significant 0.05 was higher than 2.00. therefore, since 2.9 is higher than 2.00, the ha is accepted, and the ho is rejected. the hypothesis is accepted because there has been a treatment of sociodrama for the experimental group. after the treatment, the students can use their word choice effectively in expressing sympathy and make students more expressive in delivering their feelings. pre-test control group and post-test control group table 5. hypothesis testing 3 group mean t pre-test control 57 -1.90 post-test control 59 the calculation above found that the t-table for the degree of freedom (df) 68 and level of significant 0.05 was higher than 2.00. it was found that the t-count was -1.90. thus, it is clear that -1.90 is not higher than 2.00, so the ha is rejected, and the ho is accepted. the hypothesis is rejected because there was no treatment of sociodrama technique for the control group. instead, they were taught using the regular technique, which was the technique of memorizing dialogues and expressions. this kind of technique employs more activities for teachers instead of students. whereas the technique which is good for enhancing students' speaking skills is learnercentred, not teacher-centred. post-test experiment group and post-test control group table 6. hypothesis testing 4 group mean t experimental 67 2.54 control 59 the calculation above found that the t-table for the degree of freedom (df) 68 and level of significant 0.05 was higher than 2.00. the t count found was 2.54, and it is clear that this value is higher than 2.00. so that the ha is accepted and the ho is rejected. this testing is the core testing used as proof of the alternative hypothesis. the hypothesis is accepted because the technique of sociodrama has been implemented in the experimental group but not in the control group, as seen from the post-test’s final score. in other words, the sociodrama technique helped students with share their emotional expressions. before, emotional sharing could be a problem in communicating effectively. however, the technique can promote the fluency of emotional sharing realized through the speaking score increase. below is the result of students' comprehensibility and fluency in speaking skills. table 7. students' comprehensibility and fluency in speaking skills no. variable pre-test average level post-test average level 1 comprehensibility 1 3 2 fluency 1 2 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 77 the table above reveals that the learners' comprehensibility in the pre-test was at level one. level one of comprehensibility is where there is practically anything that the speaker states can be understood. even if the listener makes an excellent attempt to interrupt, the speaker has yet to clarify what he seems to have said. this level increased after the implementation of the technique to level three. at level three, the listener comprehends most of what is said but constantly seeks clarification. as the result, the listener cannot comprehend many of the speakers’ more complicated or lengthy statements. then, concerning the students' speaking fluency, it also increases from level one to level two. students' speech is marked by prolonged and unnatural pauses and an extremely halting and fragmentary delivery in level one. sometimes, the speaker surrenders to make an effort because of the limited range of expression. after the technique implementation, the fluency level was raised to level two. in level two, the speaker's speech has long pauses while they search for the desired meaning. in addition, there is frequently incomplete and halting delivery. most of the time, the speaker almost makes an effort at times but does not. discussion the current study was conducted to determine whether there is a significant achievement difference between students who are taught speaking using the sociodrama technique and those who are taught speaking using the regular approach, which is dialogue memorization method. the goal of the memorization method is to increase vocabulary and assist them in remembering pronunciation, lexis, and usages (chen et al., 2016). however, this method still cannot make students speak spontaneously in an actual situation. regarding the improvement that the students achieved after implementing the sociodrama technique, the data were analyzed using spss 22. the data were normal and homogenous, and these two are the requirements to continue the process of hypothesis testing. after the normality and homogeneity test, the data obtained from the experimentation were normal and homogenous. so that the data can be processed further to prove the hypothesis. these steps were taken to ensure that the starting point for both classes was the same (arikunto, 2009). the symbol of h0 as the null hypothesis and ha as the alternative hypothesis were used in hypothesizing such technique proposition. a null hypothesis declares that no correlation exists between two variables (mourougan & sethuraman, 2017). at the significance level of 5% or α=0.05, there were four testings in hypothesis testings. the df is 68 since this is a one-tailed hypothesis. the advantage of doing a one-tailed test is that it increases the ability to reject the null hypothesis if it is false (ruxton & neuhauser, 2010; hernandez, andres & tejedor, 2018). the tcount value has to reach above the ttable value. the ttable value for df 68 is 2.00, so the tcount value must be higher than 2.00. testing 1 reveals that h0 is accepted and ha is rejected. the t-value for testing 1 is -2.2, which is not higher than 2.00. in contrast to testing 1, in testing 2, h0 is rejected, and ha is accepted. the tvalue of this testing was 2.9, which is higher than the critical area, so h0 is rejected. however, in testing 3, the t-value is -1.90, making the ha is rejected, and h0 is accepted. lastly, in testing 4, h0 is rejected, and ha is accepted since the t-value of this testing is 2.54, which is higher than the critical area, namely 2.00. this result is rahmiati, & iskandar abdul samad “speaking expression”: the sociodrama technique in enhancing students’ speaking skill 78 known as the true positive (tp); the reason for labelling it ‘positive’ is tied to the unequal validity of a hypothesis test because rejecting h0 when h0 is incorrect is more informative than accepting h0 when h0 is accurate (emmert-streib & dehmer, 2019). hypothesis testing 4 is the most crucial test because, in testing4, the post-test between both groups is compared to see whether the technique implementation works in the experimental group. indeed, it is proven that there is a significant difference in students' achievement between students who speak in expressing sympathy by using sociodrama technique and those taught speaking by using the conventional method at the private mts in lhokseumawe. this result relates to research by tristiantari (2017), who found that there was a difference in speaking skills between the students who followed the sociodrama approach with students who followed the traditional teaching method. this fact suggests that speaking using sociodrama technique, especially in teaching how to express sympathy, is more effective than speaking using the traditional technique used by their teacher at the school. some factors are considered essential in this process, as it was also found in the previous studies cited in the earliest chapter. initially, in the study by sugiarti (2011), after the treatment with sociodrama technique, students at man blora were better not only in revealing their expressions but also in their speaking sub-skills, namely vocabulary, accuracy, fluency, and pronunciation. next, kearins (2011) found that the students she taught improved in getting involved mentally while speaking english. this also shows that the technique builds strong emotions so the students can be good at revealing expressions. another study by tristiantari (2017) that gave the treatment to the primary school in buleleng was proven to improve students’ language skills in listening, reading, writing, and speaking. the last study by afana (2012) revealed that the students' speaking skills increased after six weeks, which was covered in 21 hours. therefore, it can be inferred that the result of the current study is in line with the result of previous studies. finally, based on the result of the current study, the students' score increases after the treatment because of some factors. first, sociodrama technique can enhance their motivation for their speaking skill (sweeney, 1993; baile & walters, 2013). secondly, this technique also helps students deliver their condolences as they can feel intensely other people's conditions (scheiffele, 2003). conclusion speaking is one of the language skills that every high school student should master. however, speaking is not only about practice but also about production stages. students must be able to speak according to the context and respond spontaneously. therefore, teachers must be able to develop speaking teaching techniques that can hone students' abilities in expressing thoughts in everyday life. one of the techniques in teaching speaking is sociodrama. sociodrama can be applied to all speaking lessons, but in this study, the researchers focused on speaking expressions, especially expressions of sympathy. this technique trains the students to speak in actual situations and express their feelings and thoughts based on their condition. therefore, the implementation of the sociodrama technique is celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 79 considered adequate because the students have social awareness when practicing with the sociodrama technique based on their knowledge and language use. in this research, the implication of sociodrama in teaching speaking was proven to increase the students' ability to express their sympathy. it can be seen from the significant increase in the students who were taught using the sociodrama technique compared to the control group who were not. more specifically, the students' speech increased in both comprehensibility and fluency. the comprehensibility increased from level one to level three, while the speech fluency increased from level one to level two. the finding of the study is expected to make a real contribution to theoretical and practical benefits. theoretically, the result of this study could be beneficial to support other theories or available concepts in doing similar studies or conducting further studies. in practice, the finding of this study would be useful information for english teachers and 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(2012). vocabulary interventions for emergent bilinguals during sociodramatic play and project investigations (unpublished thesis). state university of new york. http://hdl.handle.net/20.500.12648/315 https://doi.org/https:/doi.org/10.22219/celtic.v7i2.14248 149 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index english grammatical competence of amondus in second language acquisition yanuarius seran, joni soleman nalenan* pendidikan bahasa inggris, fakultas ilmu pendidikan, universitas timor, indonesia abstract second language (l2) occurs when an individual has acquired first language (l1) and commonly acquired through scientific and natural ways. second language acquisition generally takes place at younger age and through formal and nonformal education. amondus, the participant of this study, confirmed that he started to learn and acquire english as his second language at his adulthood. having started to learn english in high school, he just found it interesting and important during his college time. he found many english terms in his major, nursing. this reason led him to put his extensive effort in learning english. this qualitative descriptive case study aims at investigating amondus’ grammatical competence in his second language acquisition. semi-structured and extensive interviews were used to collect the data before they were analyzed through transcription, investigation and classification, analysis, and conclusion drawing. the results showed that amondus has possessed and mastered nine grammatical morphemes, despite a minor error related to the use of copula that was still contextually understandable. amondus’ oral grammatical competence related to nine grammatical morphemes was considered effective. keywords: communicative competence; grammatical competence; second language acquisition abstrak proses pemerolehan bahasa kedua (b2) dapat terjadi setelah pemerolehan bahasa pertama (b1, baik secara alami atau melalui pembelajaran. pemerolehan bahasa kedua dapat dimulai sejak usia dini dan berlanjut pada pendidikan formal dan nonformal. amondus, partisipan penelitian ini, mulai belajar dan memperoleh bahasa inggris sebagai bahasa keduanya setelah ia dewasa. ia baru tertarik mempelajari bahasa inggris lebih serius ketika ia kuliah pada jurusan keperawatan, walaupun ia telah memulainya sejak duduk di sekolah menengah. hal ini terjadi karena adanya tantangan saat ia menemukan banyak istilah bahasa inggris bidang keperawatan. penelitian deskriptif kualitatif ini bertujuan untuk mengetahui kemampuan gramatikal amondus dalam pemerolehan bahasa keduanya melalui wawancara dengan semistructured dan extensive interview. data yang diperoleh dianalisis memalui tahap transkripsi data, investigasi dan klasifikasi data, analisis data, dan menarik simpulan. hasil penelitian menunjukkan bahwa amondus telah menguasai sembilan grammatical morphemes walaupun masih melakukan sebuah kesalahan minor terkait penggunaan copula, yang secara kontekstual tidak tepat tetapi dapat dipahami. kompetensi gramatikal amondus terkait dengan sembilan grammatical morphemes telah dianggap efektif. e-issn: 2621-9158 p-issn:2356-0401 *correspondence: joninalenan07@gmail.com submitted: 3 april 2021 approved: 21 november 2022 published: 29 december 2022 citation: seran, y., & nalenan, j., s. (2022). english grammatical competence of amondus in second language acquisition. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2), 149163. doi: 10.22219/celtic.v9i2. 20965 yanuarius seran, joni soleman nalenan english grammatical competence of amondus in second language acqusition 150 kata kunci: kompetensi komunikatif; kompetensi gramatikal; pemerolehan bahasa kedua introduction second language can be acquired through scientific and natural ways. in scientific way, it is commonly acquired through formal education, while through natural way, it is unconsciously acquired through self-exposed to speech community. it means that learning a new language might be similar with children learning and acquiring their mother tongues and second languages, and requires time and consideration (azad & kamarei, 2021). an additional time, more focus, and patience could be argued to be some affective aids for a successful second language acquisition (sla). the successful language acquisition also depends on some effective methods one could apply in the process of acquiring the language (nelson, 1987). there might be various types of methods an individual could apply in process of learning and acquiring a language. in that process, one could adopt an expert’s method, follow instructions in any sources such as, book, online platform, or even join language courses. some studies have been carried out on second language acquisition. if they were linked to krashen (1988) which indicates the difference of second language acquisition of a younger learner, older learner, and adults, the evidences approved his theory. younger learners acquire it better and the older does it faster, while adults proceed faster than children through early stages of syntactic and more phonological development. walberg and rasher (1978) found out in their research that younger acquirers are more effective than older acquirers in second language acquisition. acquirers who naturally get exposure to second language during childhood life generally attain high proficiency than those who begin in adulthood. according to noort et al. (2019), young learners also retain the second languages or foreign languages better, and most often speak them with near-native pronunciation. seminal study was conducted by labastida (2021) on second language of a 1.5 years old filipino child. this study focused on how language is acquired through the two mechanisms such as imitation and gestures. it was found that the two mechanisms; imitation and the use of gestures are significant in one’s second language acquisition. as most filipinos are exposed to both tagalog and english earlier during their very young age, they continue to acquire english during their adulthood. meniado (2019) evidenced that filipino migrant workers’ proceed the second language faster. the study was carried out to examine what encourages and hinders filipino migrant workers’ new foreign language acquisition and learning process in their status as adult learners. the result of this study showed that (1) a leaner could fast and handily acquire a language through three ways, namely a real engagement, instrumental and integrative motivation, and community support in target language; (2) second language acquisition can be slower due to old age and less essential of second language in workplace; (3) the most common communication strategy used is syntactic avoidance, then followed by direct appeal to native speakers and use of gestures, facial expressions, and translation tools. different from current situation in the philippines, a case study on second language acquisition was carried out by nufus and yuliani (2020) in indonesia. this celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 151 case study was conducted to a-three-year-old sundanese child, named virendra, and they found out that environment, parents and friends became great supports for his second language acquisition. surrounded by people speaking sundanese, arabic and english are his first foreign languages while bahasa indonesia is the most common language used by his teacher and friends at his pre-school that becomes his second language. as the result, he used 75% bahasa indonesia, 10% sundanese, and 15% arabic and english, in his daily conversation. meanwhile, in a country where arabic is the community language and english is a language of instruction at school, young learners who learn english earlier obtained better result than those who started learning in school (alhaj, et al., 2020). in case of indonesia where 735 local languages spread throughout 17, 767 islands across the archipelago and spoken by the society as their first languages (zein, 2012), it is important to note that english is offered to students in high school after they acquire bahasa indonesia as national language. therefore, many indonesian experience to learn english during their adulthood. one of the examples is the case that the participant of this study, amondus (29 years old), has been striving to acquire english during his adulthood. as a dawanese, a local tribe in east nusa tenggara province, eastern indonesia, he speaks both dawan language as his mother tongue and bahasa indonesia as the national language at home. he uses bahasa indonesia only in workplace. his experience in using english was started from his high school classroom where english is a compulsory subject and then continued to the first semester of his college, majoring nursing. according to the interview, he has started formally learning english since he was at school since it was one compulsory subject taught. however, he said that he had not learned and acquired english at that time because the way english taught did not attract his attention and interest. the teacher just relied on textbook and students were supposed to understand the text while learning the grammar in each part of the textbook. listening, speaking and writing skills were not as the focus, so that his ability in each skill was not well-improved. consequently, it could be interpreted that he might obtain less competence from formal english learning. in college, he learned english at the age of 21. there was a big passion that he wanted to master english because he had to use many english terminologies in nursing and medicine. besides, he also wanted to continue his study to a master degree level. as a solution, he bought a book entitled english for children as one of references besides some grammar books that he collected from his colleagues. the reason why he took very basic english book was h to acquire more basic english vocabulary prior to knowing grammar rules. as he learned english grammar by himself, the researchers found several grammatical mistakes, after learning english more than 5 years, during the interview sessions. it is in contrary to the theory that a learner should learn basic english skills and the other components including grammatical aspect to mastery english grammar (suparmi, 2015; putri & wahyuni, 2019). then, as a considerable effort, he is currently joining an english course for preparation as a pathway to his master degree overseas. he is taking all the four english skills as compulsory modules. however, issues emerged during the learning process as he found it hard to get involved in an interactive communication and put his idea into writing text. along with this matter, canale and swain (1980) stated that the message of an yanuarius seran, joni soleman nalenan english grammatical competence of amondus in second language acqusition 152 effective interaction could be delivered if a meaningful communication takes place in a conversation. then, it is argued that it demands not the form of the target language, but with the ideas or contents they express and comprehend (krashen, 1988). one of four main features that is considered make input language easy to understand is content (benati, 2021). amondus admitted that his first language was a bridge in his process of transferring and processing any ideas when he was engaging with english conversation. it significantly influenced his english acquisition. some studies have been conducted to find out that cognitive and academic development of one’s first language, has a significant influence on second language acquisitffion. one’s cognitive and academic development are extremely important and have positive effects in sla. it is stated that language skills, literacy development, concept or knowledge, and learning strategies built and developed in the first language will be all transferred to the second language (collier, 1995). a learner benefits immensely from first developing proficiency in his first language, and this condition helps him obtain implicit knowledge of language and structures that he can then apply in his second language learning (gaiduchik, 2020). as learners expand their vocabulary and their oral and written communication ability in second language, they could progressively expose their knowledge base established in the first language. if a learner is exposed to the l2 in the same way as he is exposed to the l1, better accomplishment will be gained. this occurs due to the natural l2 learning situation (zoubi, 2018) beside first language, there were also other factors that contributed to the amondus’ second language acquisition, namely motivation and social-psychological factors. amondus has a big passion to study abroad. this is seen as amondus’ high motivation. in line with this, (liang & kelsen, 2018) argued that motivation is believed to be one of the main determinants and crucial in one’s second or foreign language achievement. besides that, motivation can be an affective source of knowledge and understanding to implement any relevant activities to stimulate one’s motivating learning process (suryasa et al., 2017; al noor et al., 2019). furthermore, lin and gonzález (2021) believe that a learner who is still in the process of learning a language will be much more motivated. in terms of social and psychological factors of amondus, he occasionally engaged with native speakers in his english course time to get direct language exposure. language exposure and its use are among the other crucial conditions that can lead a learner successful in a language learning (arndt et al., 2021; paradowski, 2021). communicative approach should be used in second language teaching and learning process (canale & swain, 1980). this approach is believed to be one of effective methods in the process of learning a second language. communicative approach comprises four communicative competencies, namely grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. they argued that in an early stage of second language learning, a learner should optimally employ these communicative skills. grammatical competence is essential as it is broad enough to be investigated in sla. grammatical competence covers mastery on vocabulary, words formation, sentences formation, and spelling. however, the researchers specified their investigation to nine grammatical morphemes or variables that were also obligatory in one’s grammatical celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 153 proficiency. the nine morphemes or variables were (1) copula or linking verb be, (2) progressive ing, (3) auxiliary be, (4) past irregular, (5) plural, (6) 3rd singular, (7) article, (8) possessive, and (9) past regular. from the aforementioned related studies, it is presumably fair to state that the best age for sla is at younger age while starting to acquire and effectively produce a second language is at adult age. this present study is urgent to be conducted because of the importance of this study (1) second language acquisition usually takes place at younger age, while this study focused on an adult, and (2) this study focused to investigate to what extent grammatical competence of an adult in his sla. besides, another statement to support the reason is proposed by bureatitica (2020) that adolescents and adults have cognitive skills and self-discipline which enable them to learn more even though children are intrinsically better learners. based on several sla studies that have been investigated and reviewed concerning with the learners’ fluency, mechanisms, and vocabulary, the researchers have not found any studies of sla that focused on nine morphemes of grammatical competence as stated in previous paragraph. therefore, the scope of investigating grammatical competence especially the nine morphemes becomes the novelty of this study. method research design this study used descriptive qualitative method that employed a case study approach. it means that the data were collected by using a case study approach and then were analyzed qualitatively. descriptive qualitative method is a complex field which is not a single unity, but it covers a considerable variety. the core feature of qualitative research is reflecting its natural designs. it is naturalistic. it studies about people, events, and their natural setting (punch & oancea, 2014). descriptive qualitative method related to how people describe and understand everything around them. this argument provides the researchers of this present study a reflection that this research appropriately utilized qualitative method. this is because the field that was investigated was a study of a person who strives to acquire english. then, the data obtained were in form of descriptive data, and analyzed and described qualitatively. instruments and tools this is a sociolinguistics study that requires the natural data so researchers as key instruments (mulyadi, 2013). therefore, the main instrument used to collect the data of this study is a list of questions. the list of questions was used as an interview guide that led to researchers and amondus’ communication. the list of questions was used to obtain the data related to amondus’ oral grammatical competence. then, tool to document the data was an audio recorder. the audio recorder was used as the main tool to record the interviews. methods of data collection to collect the data of this study, the researchers combined two methods, namely semi-structured interview and extensive interview. the implementation of semistructured interview was to stimulate amondus to get involved in a talk. it was yanuarius seran, joni soleman nalenan english grammatical competence of amondus in second language acqusition 154 conducted face-to-face and used flexible, open-ended questions to explore amondus’ perspective (petty et al., 2012). while the talk was going on, the researchers recorded it by using an audio recording device. besides, the researchers also utilized extensive interview. this interview was used to raise some follow up questions to emphasize the data obtained from semi-structured interview. data analysis process data were recorded using audio recording device and were transcribed and then analysed qualitatively to answer research questions stated in the previous part. in analysing the data, the researchers utilized four competences indicated by canale and swain (kung, 2016). the four competences were grammatical competence, sociolinguistic competence, strategic competence, and discourse competence. however, researchers just focused on grammatical competence of amondus’ sla. to analyse the data, the researchers went through several stages. first, the researchers transcribed the data that had been recorded to be a text. second, the transcribed data were investigated and classified based on the grammatical competence. third, the data were analyzed and discussed based on nine grammatical morphemes or variables of grammatical competence of second language acquisition indicated by canale and swain. finally, the researchers drew conclusion of the data analysis and discussion. findings this research was carried out with amondus as the subject in order to investigate his grammatical competence. amondus has been learning english since junior high school, however, his english acquisition took place when he informally got involved in an english course. he stated in the interview that his english acquisition took times, starting from his attraction to english when he was in nursing school until motivation to continue his study overseas. his awareness brought him to considerable efforts that cause a fluency in his oral english communication. one of his efforts that made him satisfied was he had a real conversation with some english native speakers. by actively having real conversation, he gained a great self-confidence. this is also proved by his fluency in the interview of this study. in this study, the researchers obtained 33 data of amondus related to his grammatical competence. the 33 data covered the nine grammatical morphemes of grammatical competence. there were six data found related to copula or linking verb be, two data of progressive ing, two data of auxiliary be, six data of past irregular verbs, two data of plural, four data of 3rd singular, three data of articles, four data of possessive, and four data of past irregular verbs. the 33 data are presented in the followings. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 155 table 1. findings of the data no classification of nine morphemes by canale and swain data found 1 copula or linking verb be (01) my unforgettable experience is about my ai… excorsion to malang (02) that is free because it was ahhh, ahh .. i mean that it was ahh… arranged by thahh (03) it was a beach. (04) i was scared (05) it was small boat (06) so we just felt happy about that. 2 progressive ing (07) i was dancing (08) we were singing on the small boat a friend of mine suddenly (what is it) jumped to the sea and we screamed, girls were like, please help him, please help him 3 auxiliary be (09) i was dancing (10) we were singing on the small boat and a friend of mine suddenly (what is it) jumped to the sea and we screamed, girls were like, please help him, please help him. 4 past irregular verbs (11) ahh, it took just a… about to four hours to get there by bus… (12) we did many things. (13) we got on the ship and went to the middle of the sea. (14) he got his life jacket. (15) i was done…… very seriously at……. ok. (16) ehhhm, everyone had to join in a small dancing party. 5 plural (17) i went on a trip to south mal,,,, malang, east java to celebrate the end of my student life with some of my course friends and the lecturers. (18) ahh, it took just a.. for me about four hours to get there by bus, and the place is a ,,,,,,, place for tourists 6 3rd singular (19) ahh, it took just a….about four hours (20) …. because it was a beach (21) ,,, fortunately, he could swim (22) he got his life jacket. he said that i jumped to swim in the sea. 7 articles (23) i went on a trip to south mal. (24) i was so nervous and i think it was an embarrassing moment. (25) my course friends and the lecturers…. 8 possessive (26) my unforgettable experience is about my ai… (27) he got his life jacket. (28) place for tourists as well to spend their vocation because it was a beach. (29) i also like people there, especially the locals’ hospitality. 9 past regular verbs (30) eh, just the moment just before i finished my course of english (31) i mean that it was ahh… arranged by thahh… yanuarius seran, joni soleman nalenan english grammatical competence of amondus in second language acqusition 156 (32) and also tried to diving with my friends. (33) i was scared discussion grammatical competence is one of the four components of communicative competence. grammatical competence focuses on any linguistic competence lies on an individual which covers mastery of vocabulary, words formation, an arrangement of words that creates a sentence, pronunciation, spelling, and another whole unit criterion related to grammatical proficiency, that is nine grammatical morphemes (kung, 2016). to know grammatical competence of amondus, the researchers focused on his oral language proficiency. the numbers of data shown in this sub discussion part are the repetition data from findings part. therefore, discussion related to grammatical competence of amondus in this study is presented as follows. grammatical competence of amondus in this part, the researchers focused the investigation on the nine grammatical morphemes used by amondus. the nine grammatical morphemes are copula or linking verb be, progressive ing, auxiliary be, past irregular verbs, plural, 3rd singular, article, possessive, and past regular verbs. amondus’ grammatical competence based on the nine grammatical morphemes in this study are shown in the following discussion. 1. copula or linking verb be linking verb also called copula is a verb that joins a subject with a predicate that often describes a quality to that subject. linking verbs are usually distinguished from action verbs, which indicate an action performed by the subject (aziz, 2014). copula or linking verbs found in this study were is, was, and felt. the data of copula or linking verb in this study are presented below. (01) my unforgettable experience is about my ai… excorsion to malang (02) that is free because it was ahhh, ahh .. i mean that it was ahh… arranged by thahh (03) it was a beach. (04) i was scared (05) it was small boat (06) so we just felt happy about that. the data (01), (02), (03), (04), (05), and (06) are the copula or linking verb used by amondus in this study. copula or linking verb of data (01) and (02) is tobe is. copula is in data (01) is used to show that the sentence is in simple present. in data (02) amondus wanted to express his intention that the sentence is in simple past. grammatically, this sentence is correct but contextually it is incorrect because he is telling his experience. thus, he had to use simple past tense. copula or linking verb of data (03), (04), and (05) are was. copula was is used by amondus shows that it happened in the past. therefore, the use of copula was by amondus was grammatically and contextually correct. copula or linking verb of data (06) is in form of a stative verb. semantically, the stative verb is also a verb that expresses a linking verb or a copula in a sentence. https://www.merriam-webster.com/dictionary/linking%20verb celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 157 2. progressive ing progressive ing reflects that activities predicate expressing the prototypical meaning of actions are still on progress (zeng et al., 2021). progressive ing are divided into three kinds, namely the past progressive, the present progressive, and the future progressive. the data of progressive ing found in this study are shown below. (07) i was dancing (08) we were singing on the small boat a friend of mine suddenly (what is it) jumped to the sea and we screamed, girls were like, please help him, please help him. data (07) and (08) are progressive ing used by amondus grammatically the progressive ing used by amondus in data (07) is correct because: (1) the sentence of the data is past progressive, and (2) the subject in this sentence is first person singular. amondus used tobe were in the sentence of data (08) to show that the sentence is also in simple past but the subject is third person plural. 3. auxiliary be auxiliary verb is verb used to assist a main verb in a sentence (popal, 2021). in other words, an auxiliary verb usually accompanies an infinitive verb or a participle, which respectively provide the main semantic content of the clause. therefore, it is clear that the auxiliary verb cannot be used without the main verb in a sentence. there are several auxiliaries in english, namely be, have, do, can, could, would, etc. however, in this study, researchers focus on auxiliary be because it is the most commonly used by amondus in this study. the data of auxiliary be found in this study are presented as follows. (09) i was dancing (10) we were singing on the small boat and a friend of mine suddenly (what is it) jumped to the sea and we screamed, girls were like, please help him, please help him. data (09) and (10) contained auxiliary be. amondus utilised tobe was and were to complete those sentences that in form of past progressive tense. these two data are grammatically correct because the subject in data (09) is first person singular that requires tobe was, and the subject in data (10) is first person plural that requires tobe were. 4. past irregular verbs past irregular verbs are verbs that do not follow the normal patterns for tense and past participle in any number of unpredictable ways (kaufman, 2021). on the contrary, regular verbs follow the standard grammar rules of english in adding “-ed” or “-d” to form the past tense and past participle forms. however, irregular verbs could be said have their own rules that require the learners memorise them. the followings are amondus’ use of past irregular verbs. (11) ahh, it took just a… about to four hours to get there by bus… (12) we did many things. (13) we got on the ship and went to the middle of the sea. https://en.wikipedia.org/wiki/infinitive https://en.wikipedia.org/wiki/participle yanuarius seran, joni soleman nalenan english grammatical competence of amondus in second language acqusition 158 (14) he got his life jacket. (15) i was done…… very seriously at……. ok. (16) ehhhm, everyone had to join in a small dancing party. data (11) to (16) are past irregular verbs that found in amondus’ grammatical competence in his second language acquisition. grammatical competence related to past irregular found are pure irregular verb, past participle, and modality. the irregular verbs that he utilised are took, did, and got as in the data (11) to (14). past participle used by participant is done as in data (15) formed as an adjective. then, modality used is marked by the use of had to in the sentence of the data (16). 5. plural most nouns in english simply add –s or –es to the end to become plural. a plural noun in is the form of a noun used to show there are more than one (joshi, 2020). irregular nouns do not follow plural noun rules, so they must be memorized or looked up in the dictionary. the plural data in this study shown below. (17) i went on a trip to south mal,,,, malang, east java to celebrate the end of my student life with some of my course friends and the lecturers. (18) ahh, it took just a.. for me about four hours to get there by bus, and the place is a ,,,,,,, place for tourists data (17) and (18) are amondus’ use of plural that reflects his grammatical proficiency. the use of plural form by amondus in this study is grammatically suitable and marked lexical as friends, lecturers, hours, and tourists. however, it is seen in data (17) that there is a part of the sentence grammatically unacceptable. it is the use of the word student in phrase “my student life”. it is because student in this phrase refers to possessive, so it must be added with –‘s at the end of it. 6. 3rd singular one variable of the grammatical competence that should be concerned by an english learner is third singular. third singular or third person singular is a subject that refers to someone else (paramour, z., & paramour, 2020). there are three kinds of third person singular in english, namely he, she, and it. the followings are third person singular found in this study. (19) ahh, it took just a….about four hours (20) …. because it was a beach (21) ,,, fortunately, he could swim (22) he got his life jacket. he said that i jumped to swim in the sea. based on data (19) to (22), it is fair to say that amondus has already possessed a good understanding of third person singular. it is because he could effectively utilised third person singular it, and he in some sentences. 7. articles articles are a type of determiner. they function like adjectives, as they modify the noun in the sentence. there are two kinds of articles in english, namely indefinite article and definite article. indefinite article is ‘a/an’ , and celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 159 definite article is ‘the’ (celentano, 2013). in this study, amondus also utilised articles that presented as follows. (23) i went on a trip to south mal. (24) i was so nervous and i think it was an embarrassing moment. (25) my course friends and the lecturers…. data (23) to (25) are articles used by amondus in this study. there are two kinds of article of the data above, namely indefinite and definite. the indefinite article in this study found out in sentence of data (23) to (24) are a and an, beside definite article in data (25) is the. based on the data above, it shows that amondus’ grammatical competence in terms of article could be said fair. the use of definite article in data (25) is incorrect. data (25) is in phrase form that consists of two nouns. first noun is my course friends and second noun is lecturers. in this case, the second noun in data (25) does not need article the because lexical lecturer as second noun is not previously mentioned. 8. possessive possessive is a pronoun that is used to express ownership or possession. there are two kinds of possessive in english, namely possessive adjective and possessive pronoun. possessive adjective is an adjective that modifies a noun by identifying who has ownership or possession of it, and possessive pronoun is also called absolute or strong possessive pronouns. they replace a noun or noun phrase already used, replacing it to avoid repetition (decapua, 2016). the followings are possessive that were used by amondus in this study. (26) my unforgettable experience is about my ai… (27) he got his life jacket. (28) place for tourists as well to spend their vocation because it was a beach. (29) i also like people there, especially the locals’ hospitality. data (26) to (29) are possessive used by amondus. the data shows that amondus just used one of the possessives that is possessive adjective. possessive adjective found in data (26) to (29) are my, his, their, and locals’. syntactically, he started using possessive adjective my of first person singular and as a part of a whole subject ‘my unforgettable experience’ in data (26). in data (27), amondus used possessive adjective his of third person singular and as a part of the whole object ‘his life jacket’ in data (27). then, the other possessive adjective used by amondus in this study is their of third person plural and as a part of the whole object ‘their vocation’ in data (28). the last possessive adjective used by amondus in this study is locals’ which is also third person plural and as a part of the whole object ‘locals’ hospitality’ in data (29). generally, it could be argued that grammatical competence especially possessive was perfectly utilised by amondus. 9. past regular verbs past regular verb is one that conforms to the usual rule for forming its simple past tense and its past participle. in english, past regular verb is a verb whose https://www.grammar-monster.com/glossary/simple_past_tense.htm https://www.grammar-monster.com/glossary/simple_past_tense.htm https://www.grammar-monster.com/glossary/past_participles.htm yanuarius seran, joni soleman nalenan english grammatical competence of amondus in second language acqusition 160 past tense version is formed by adding an -ed to the end (kaufman, 2021). the followings are past regular verbs that used by amondus in this study. (30) eh, just the moment just before i finished my course of english (31) i mean that it was ahh… arranged by thahh… (32) and also tried to diving with my friends. (33) i was scared data (30) to (33) are past regular verbs that were used by amondus. there are two kinds of past regular verbs in these data, namely simple past regular verb and past participle regular verb. simple past regular verbs contained in data (30) to (32). all past regular verbs are marked by –ed at the end of the verb, as verb finished, arranged, and tried that in sequence presented in data (30), (31), and (32). then, past participle regular verb is found in data (33) that is marked by the use of tobe was serialised with verb scared. conclusion based on the result and the discussion of this study, it is concluded that amondus has possessed and utilized the nine morphemes or variables of grammatical competence. the ability of amondus’ grammatical competence of his oral language use related to the nine morphemes has been effective. however, there is certain part that could be a minor error. this error is related to the use of copula that contextually incorrect yet still could be comprehended. amondus incorrectly stated his past experience using copula or linking verb be in present simple form. it was supposed to be in past simple form. after discussing the data found, there are some implications for second language learners and teachers. first, second language can be acquired through semi-formal teaching and learning. second, for formal education, english teachers should take into consideration the nine grammatical morphemes in teaching english not based-text teaching. it is suggested more research dealing with grammatical competence especially the nine grammatical morphemes should be carried out in sla. further researchers could find out different proficiency of participants that could enrich the findings of sla research. acknowledgment this paper and the research behind it would not have been possible without the exceptional support of universitas timor who provided permission through institution of research and community services (lppm). researchers would like to express very great appreciation to the head of lppm and staff who issued letter of assignment and permission letter that this research could be conducted. references alhaj, a. a. m., ali, d. a. a., ahmed, m. b., & alian, e. m. i. 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(2021). universals and transfer in the acquisition of the progressive aspect: evidence from l1 chinese, german, and spanish learners’ use of the progressive-ing in spoken english. international review of applied linguistics in language teaching, 59(2), 267-292. https://doi.org/10.1515/iral-2017-0078. https://doi.org/10.29332/ijssh.v1n2.36 https://doi.org/10.3390/bs9030027 https://doi.org/10.1515/iral-2017-0078 190 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index students’ attitude towards english online learning through moodle during the covid-19 pandemic ketut santi indriani*, ni made ayu widiastuti udayana university, indonesia. abstract the study is aimed to determine students’ attitudes towards online english learning through the lms moodle during the covid-19 and their effect on students’ learning achievements. the data source in this study were 112 students of the faculty of economics and business, udayana university. data were collected through questionnaire deployment to determine student attitudes towards online english learning through the lms moodle. meanwhile, to determine the effect of students’ attitudes to learning achievement, data were collected through observation on moodle. this study found that students have positive attitudes towards online english learning through the lms moodle even though this was the first time they learned english through moodle. this positive attitudes increased along with their increasing recognition of the moodle application and their ability to self-manage their learning. it is also found that their positive attitudes towards learning have an impact on improving learning achievements gradually. keywords: efl; learning achievement; moodle; online learning; students’ attitudes abstrak penelitian ini bertujuan untuk mengetahui sikap siswa terhadap pembelajaran bahasa inggris secara daring melalui lms moodle selama covid-19 dan pengaruhnya terhadap prestasi belajar siswa. sumber data dalam penelitian ini adalah 112 mahasiswa fakultas ekonomi dan bisnis universitas udayana. data dikumpulkan melalui penyebaran angket untuk mengetahui sikap siswa terhadap pembelajaran bahasa inggris secara daring melalui lms moodle. sedangkan untuk mengetahui pengaruh sikap siswa terhadap prestasi belajar, data dikumpulkan melalui observasi pada moodle. hasil dari penelitian ini menunjukkan bahwa siswa memiliki sikap positif terhadap pembelajaran bahasa inggris secara daring melalui lms moodle meskipun ini adalah pertama kalinya mereka belajar bahasa inggris melalui moodle. sikap positif ini meningkat seiring dengan meningkatnya pengenalan mereka terhadap aplikasi moodle dan kemampuan mereka untuk mengatur pembelajaran mereka sendiri. ditemukan juga bahwa sikap positif mereka terhadap pembelajaran berdampak pada peningkatan prestasi belajar secara bertahap. kata kunci: capaian pembelajaran; efl; moodle; pembelajaran daring; sikap siswa e-issn: 2621-9158 p-issn:2356-0401 *correspondence: kt.santi.indriani@unud.ac.id submitted: 24 september 2021 approved: 1 december 2021 published: 15 december 2021 citation: indriani, k. s. & widiastuti, n. m. a. (2021). students’ attitude towards english online learning through moodle during the covid-19 pandemic. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 190205. doi: 10.22219/celtic.v8i2.18174 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 191 introduction the covid-19 pandemic requires almost all aspects of life to adapt. this adaptation includes acclimating oneself to a new life order. community activities, which were usually carried out openly and freely, have now become more limited. all aspects of life undergo significant changes and have a profound impact on people's lives. one of the aspects of life affected by the covid-19 pandemic is the aspect of education. since covid-19 was declared a pandemic in mid-march 2020, the world of education in indonesia has undergone drastic changes. the government, particularly through the minister of education and culture, issued a policy so that educational activities were carried out online. all educational institutions, both public and private, are not permitted to carry out conventional teaching and learning activities. this has a very big shocking effect on the world of education, especially for the components involved, especially students and teachers. online learning is certainly very different when compared to conventional learning (rachmah, 2020). conventional learning does not involve online activities either in face-to-face activities, structured assignments or independent learning activities. meanwhile, online learning is entirely done online. the use of technology has penetrated various aspects of human activities including in the language learning process. online learning is computer-based education using the internet network that allows students to study anywhere and anytime. online learning can use learning materials in various formats, such as videos, slideshows, documents in words and pdf formats. in addition, teacher-students contact can be maintained through video conferencing or discussion forums. teachers must determine appropriate learning strategies by utilizing technology. inappropriate teaching strategies cause problems for students to understand the topic (syafii, 2021). ahmadi (2019) states that if the use of technology is carried out properly in the language learning process, there are many benefits that can be enjoyed by both teachers and students. the use of technology also provides opportunities for students to learn independently at their own pace without breaking the interaction with the teacher so that an effective learning process can be realized. students' attitudes towards learning process can be measured from the learning achievements (díez-palomar et al., 2020). regarding students' attitudes towards online learning, a study conducted by male et al. (2020) stated that students tend to dislike online learning and want to return to the conventional learning. however, this study does not consider the learning achievements in determining whether online learning is effective since the result derived from students’ opinion only from online interview. english courses for students of the faculty of economics and business (feb), udayana university was also conducted online during the covid-19 pandemic. thus, this research is interesting to be conducted in order to identify students’ attitudes toward english online learning method through moodle during the covid-19 pandemic, not only based on student’s opinions, but also based on learning achievements and students’ engagement to the course. ketut santi indriani, ni made ayu widiastuti students’ attitude towards english online learning through moodle during covid-19 pandemic 192 language learning language learning has a slightly different meaning from language acquisition. language acquisition takes place naturally, unconsciously and requires a natural source of communication. individuals who are in the process of acquiring language are not aware of the grammar or syntactic structure of the language they are getting. this language acquisition process occurs without the effort or intention of the individual. unlike the case with language acquisition, language learning is carried out consciously and accompanied by the individual's efforts to understand the language he is learning (hussain, 2017). the language learning process can be in the form of second language learning or foreign language learning. second language learning is learning a language other than the mother tongue which is used in the environment where students acquire the language. meanwhile, foreign language learning is language learning that is not used in the environment where students acquire the language (moeller & catalano, 2015). thus, the process of learning english in indonesia is included in the process of learning a foreign language, considering that english is not used as a daily conversation language in the community. kukulska-hulme (2016) states that language learning has undergone considerable changes in societies where the level of use of cellular technology is quite high. in addition, the language learning process has also undergone changes due to new perspectives from learners regarding the best place and time to carry out language learning activities. such conditions have resulted in the emergence of new trends in the language learning process. technology makes learners have the freedom to design their own learning experiences because they have freedom of time and place in carrying out the learning process. in the learning process, there are two approaches that can be implemented, namely the structural approach and the communicative approach. the structural approach is a language learning approach that emphasizes language forms and their meanings. meanwhile, the communicative approach is a language learning approach that emphasizes understanding language pragmatically. each approach has its own strengths and weaknesses. thus, it is necessary to combine the two approaches to complement each other in order to achieve maximum learning objectives (zhou & niu, 2015). learning management system (lms) as a tool of online learning the preparation that needs to be considered in online learning is the teacher's technical skills supported by proper technical equipment (ardiyansah, 2021). a platform that can be used in implementing online learning is a learning management system (lms) such as moodle. this application was created for the benefit of internet-based learning. in the language learning process, such as english, the use of moodle can provide many benefits. lms moodle helps teachers to provide adequate instructions for students, provides innovative learning content and assists students during the learning process (chou, 2014). the development of communicative skills in english requires high interaction activities between the teacher and students, students and students, as well as teacher and teacher. the use of moodle in teaching english strongly supports the student-centered learning approach, provides space and time freedom for students celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 193 in the learning process, shortens the administration of the learning process, and saves the costs required in implementing the learning process. lms is a very userfriendly application with features that make teachers easier to give instructions compared to face to face classrooms. it needs detail preparation for designing courses in lms, considering that not all students have the same english proficiency. lms is believed to be able to create a sense of comfort for students in participating the course. teachers are also satisfied with the ease of teaching and the results of using lms in courses (suppasetseree & dennis, 2010). one of the features provided in the lms is a discussion forum. compared to face-to-face class discussions, students are more confident in expressing their opinions in lms discussion forums without having to worry about the grammatical mistakes in their utterances or emotionally incriminating criticism from other students. in addition, their ease of accessing the world wide web provides additional value to the use of an lms. what is equally important is that students feel comfortable with the flexibility in accessing courses without having to be present in class (topacio, 2018). lms has advantages and disadvantages. the advantages of using lms in learning activities is that this platform facilitates student-centered learning methods, facilitates learning activities that can be done anywhere and anytime, simplifies course management and saves costs and time. however, behind the advantages of using the lms, there are several drawbacks, such as learning activities that depend heavily on the internet connection and there are still many teachers who are not well trained to use it. students’ attitudes toward online learning involving online activities in learning process optimizes students in learning activities through sharing experiences, discussing and expanding knowledge. online learning will facilitate students who tend to be passive and those who are not willing to directly contact the teachers for assistance in the learning process (wong & fong, 2014). social psychological science stated that a person's attitudes towards something tend to be more positive through their exposure. likewise, in the online learning process, students’ attitudes tend to be positive towards online learning in the final phase of learning. by completing the online course, they become more familiar with the course, accustomed in using learning tools and have deeper understanding of the subject being learnt (zhu et al., 2006). related to the online learning process, there are several factors that affect student attitudes towards the learning process. students' perspectives on online learning determine their attitudes. if they think that online learning is the right choice, then they will be positive during the online learning process. students' skills in the use of technology are another significant factor affecting students' attitudes towards the learning process. the higher the level of students' ability to use technology, the more positive their attitude towards online learning (peytchevaforsyth et al., 2018). students' attitudes during the implementation of online learning have an impact on student activeness during the learning process (nurani & widiati, 2021). students who are able to control their independent learning tend to make use of various existing facilities during online learning and are more active in discussion forums (omar et al., 2012). ketut santi indriani, ni made ayu widiastuti students’ attitude towards english online learning through moodle during covid-19 pandemic 194 there are favorable and unfavorable factors for students in online learning. these favorable factors associated with continuous uploaded materials, accessibility and convenience of using tools. meanwhile, unfavorable factors include the limitations of proper e-devices, internet connection disruption, lack of instruction given by teachers, log in problems, learning financial problems and the inadequacy of the software being used. in addition, the teacher's personality factor is also considered an important role in the online learning process, for example, not all teachers have the willing to use online learning media and not all teachers are always active in providing sources and materials for their students. if the teacher can see these two factors as consideration in the implementation of online learning, then the teachers will be able to design a good online learning by minimizing the unfavorable factors (valantinaitė & sederevičiūtė-pačiauskienė, 2020). student’s ability in operating computers to access online course is often considered to be one of important factors in online learning. however ullah et al. (2017) stated that there is no significant relationship between students’ interest in computers with the ease of using online learning system for undergraduate level students. the factors that actually drive students having negative attitudes towards online learning are the slow and minimal internet connection as well as the lack of students’ knowledge about online learning. in addition, to build students' positive attitudes towards online learning, it is very important for teachers to properly design material based on student needs that can improve students' knowledge, skills and experience of the language being learnt. (musa ali & alajab, 2018). method participants in this study were 112 students of the faculty of economics and business, udayana university. they were divided into three classes, c4 management class (37 students), c8 management class (45 students) and c8 accounting class (30 students). all participants joined 3-credit online english course during the covid-19 pandemic. these courses were carried out by using udayana university's lms moodle named oase. the participants had never used moodle considering they were in the first semester. a set of questionnaire was given to be filled by participants. the questionnaire contains students' opinions about online english learning through the lms moodle. this study also analyzed the effects of students’ attitudes to the learning outcomes in online english learning through the lms moodle. the learning outcomes were seen from the assessments results during the learning process. the questionnaire consisted of a 30-item self-constructed online questionnaire that used the likert’s scale ranging from one to five (5: strongly agree; 4: agree; 3: have no idea; 2: disagree; 1: strongly disagree). in the first part of the questionnaire contains the demographic characteristics of the students, such as gender. the second part contains information about the electronic devices being used, internet access and ease of use of moodle. the third part concerns on course content in moodle in terms of materials, instructions, assessment and students’ interaction with other students and lecturer. the learning process was carried out for one semester which consisted of 16 meetings. students were asked to fill the questionnaire after completing the course. data regarding students’ attitudes towards online learning through lms moodle were obtained from log of accessing celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 195 the courses in moodle. data of student learning outcomes to see the effects of students’ attitudes towards english online learning through moodle lms to learning achievement were obtained by observing each assessment result during the learning process. the results of the assessment were taken from assignments, quizzes, group projects, middle test and final test. students’ attitudes towards online english learning is described from the results of data analysis obtained through questionnaire deployment and observing student access activities to the online course. data from questionnaires were analyzed based on the interval scale using a parametric test. to determine students' attitudes towards the online english course, it was carried out by calculating the proportion score of each question by comparing the total number value with the maximum number value with the following interval index (table 1). meanwhile, data in the form of students’ participation to courses in moodle were analyzed by calculating the percentage of students' frequency in hitting the course in one week. the scores obtained by students during the learning assessment process were used to determine the effects of students’ attitudes towards online english learning to the achievement of learning outcomes. the analysis was carried out by averaging the scores for each assessment. the average scores were further analyzed qualitatively to determine the effects of students’ attitudes to the achievement of learning outcomes online through moodle lms. table 1. percentage score formula and interval index % score formula interval index total numbers % index = ________________________________ maximum number values 0% 19.99% : strongly disagree 20% 39.99% : disagree 40% 59.99% : have no idea 60% 79.99% : agree 80% 100% : strongly agree findings demographic data shows that more respondents are female, 63 students or 56.25% and 49 students or 43.75% are men. data on electronic devices being used shows that students mostly used smart phones (65.17%) to access the english course on moodle, followed by notebooks (21.43%) and personal computers (10.71%). other devices such as ipad or tab were found to be the least being used (2.68%). regarding the internet access being used, the data shows that students mostly used personal mobile data (75.89%), followed by home wi-fi (19.64%) and others such as office wi-fi (4.35%). the three types of data (gender, electronic device mostly used and internet access) can be seen in figure 1. ketut santi indriani, ni made ayu widiastuti students’ attitude towards english online learning through moodle during covid-19 pandemic 196 figure 1. students’ responses on gender (left), electronic device mostly used (middle) and internet access (right) subsequent data were collected using a likert’s scale regarding whether the moodle lms is user-friendly or not. the data were obtained from students' responses to the six questions given (table 2). table 2. students’ responses on the user-friendliness of the english course moodle questions 1st questionnaire deployment % index interval index description easy to find information needed 65.89 % agree complete features 61.07 % agree features are easy to understand 69.11 % agree display is attractive 77.50 % agree display is well structured 78.57 % agree clear navigation system 69.64 % agree average value 70.30 % the next data related to moodle content which includes materials, instructions, assessment and students' interaction with other students and lecturers. the data were obtained from students' responses to the 20 questions given (table 3). table 3. students’ responses towards the learning content on the moodle questions % index interval index description the learning materials are in accordance with the topic 79.11% agree the provided learning sources are adequate 80.54% strongly agree the provided learning sources are easy to understand 76.79% agree the provided learning sources are varies 69.11% agree able to choose learning sources based on needs 71.96% agree learning objectives are easier to understand 75.18% agree average value toward learning material 75.45% the instructions are adequate 71.07% agree the instructions are easy to understand 77.32% agree average value toward instructions 74.20% the assignments are accordance with the topic 75.18% agree the assignment methods are varies 64.82% agree the assignment methods are easy to understand 81.79% strongly agree 4 3 ,7 5 5 6 ,2 5 gender % o f r e s p o n s male female 6 5 ,1 7 2 1 ,4 3 1 0 ,7 1 2 ,6 8 electronic devices mostly used % o f u s a g e smart phone notebook personal computer 7 5 ,8 9 1 9 ,6 4 4 ,3 5 internet access % o f u s a g e personal mobile data home wi-fi celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 197 the scoring method is transparent 71.96% agree there are feedbacks on the assignments given 64.29% agree average value toward assessments 71.61% interaction with other students is maintained during the course 45.89% have no idea interaction with lecturer is maintained during the course 48.39% have no idea easy to ask questions related to the course 46.61% have no idea fast responses to the questions being asked 54.29% have no idea average value toward learning interactions 48.79% average value toward moodle content 66.15% the data which is also important to identify students’ attitude online english learning through the moodle lms is student’s participation in accessing the course. this data was obtained from the percentage of students' frequency in hitting the course per week (figure 2). data on weeks 8 and 16 were ignored because of the weeks of midterm and final semester exams. figure 2. students’ participation each week students strongly agreed that they became more engaged to online course compared to offline course (83.04%). they also strongly agreed it becomes easier for them to manage their time in learning due to the unlimited course access time (83.75%). this lead to their statement that agreed it was easy for them to control the learning progress (73.57%). table 4. students’ responses toward engagement to course questions % index interval index description more engaged to the course compared to the offline course 83.04% strongly agree easy to control learning progress 73.57% agree unlimited course access time makes it easier to manage time 83.75% strongly agree average value toward students’ engagement in course 80.12% to find out the effects of students’ attitudes towards online english learning through the lms moodle to the achievement of learning outcomes, data were taken from the average scores for each assignment given during the course (table 5). 97 55 67 60 58 77 83 80 85 86 84 88 87 85 0 20 40 60 80 100 1 2 3 4 5 6 7 9 10 11 12 13 14 15% o f p a r ti c ip a ti o n e a c h w e e k week ketut santi indriani, ni made ayu widiastuti students’ attitude towards english online learning through moodle during covid-19 pandemic 198 table 5. average scores of each assignment assessment lowest score highest score average score 1st assessment 53.41 78.60 69.43 2nd assessment 57.92 82.11 74.85 3rd assessment 63.20 85.74 75.89 4th assessment 76.05 88.25 80.82 middle semester test 75.42 90.37 86.83 5th assessment 78.27 88.63 87.66 6th assessment 78.55 90.95 88.77 7th assessment 82.39 91.33 89.21 final semester test 85.55 93.42 90.12 average score for all assignment 82.62 discussion students’ attitudes toward the user-friendliness of the english course in moodle a product can be easily accepted by the users if the product has met the value of usage readiness which can be measured from the value of 'easy to use' and 'user friendly' (yuniarto et al., 2018). if a product is not only useful but also easy to be used, then that product tends to be liked by its users. likewise, with learning application products such as moodle. the easier it is to use and the higher the level of user-friendliness of a moodle, the more positive the students’ attitude towards moodle. in general, it can be said that students find moodle lms easy to use (userfriendly). this can be seen from the average value given for the easy-to use value is 70.30%. this easy-to use value is considered good in several aspects, such as the ease of getting the information needed (65.89%), the ease of understanding the features provided (69.11%) and the clarity of the navigation system (69.64%). attractiveness and visibility of an e-course are crucial things in the implementation of online learning. an attractive appearance encourages students to engage the course. in addition, a good online course should have a good structure, starting with general information about the course, learning materials and assessment (rymanova et al., 2015). a fairly high score was given by students for the attractiveness of the display of the english course at the moddle lms (77.50%). the display was also considered to be good in structure (78.57%) which made it easier for students to find the features that were given. conversely, a low score (but still categorized as good) was given to the completeness of the features. in other words, the features are considered complete enough, but still need to be improved. students’ attitudes toward the content of the english course in moodle the content of a moodle is very important to note. some of these important things include clear descriptions of learning objectives, complete learning materials, appropriate assignments and clear instructions in a course (aikina et al., 2015). however, there is another thing that is also important in a moodle, it is the opportunity for students to interact with teachers and other students. this opens celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 199 the opportunity for them to discuss the learning material deeper. moodle content analysis for english learning for students of the faculty of economics and business, udayana university is divided into five main components, those are learning materials, learning instructions, assessment, students' interaction and self-learning control. students’ achievements will be greater if they know the learning objectives that are supported by sufficient and easy-to understand materials which are in accordance with the topic taught. the data showed students agree with the statement that english learning objectives in the moodle lms were easy-to understand (75.18%). rymanova et al (2015) stated that most students feel benefited by the availability of an abundance of learning materials. the data in this study indicated that students strongly agree with the statement that they had sufficient learning material (80.54%). this is also supported by their statement that they agreed that they could choose learning materials based on their needs. they also agreed that the materials provided were in accordance with the topic being discussed (79.11%). certainly, this makes it easier for them to understand the topic given. this is also supported by their statement which agreed that the material provided is easy-to understand (76.79%). although they also agreed that the learning materials provided were vary, their percentage of agreement was relatively low (69%). in general, based on these data, it can be categorized that they assumed the learning materials of english course are generally good. the essence of determining student success in the learning process is determining appropriate and clear learning instructions (smith, 2007). students should get clear instructions for each activity on the moodle lms. especially for first time users of this application, precise and clear instructions are much needed. precise and specific instructions have an impact on the maximum performance of the task. specific task instructions direct students to do their assignments better compared to general task instructions (cerdán & marín, 2019). the data in this study showed students agreed with the statement that the instructions given in the moodle lms were adequate (71.07%) and easy to understand (77.32%). this affects the students’ performance on the assignments given. if the instructions given are sufficient and clear, students will easily understand what to do and what the objectives of the assignments are. to measure the level of students' understanding of the topics being taught, assessments are required. teachers must use multiple assessments to be able to measure students' abilities in valid, fair and reliable ways. for this reason, teachers must have knowledge of various kinds of assessments that can be used especially for english learners (elizalde-utnick & romero, 2018). elliot (1995) in dikli (2003) mentioned several important points that must be considered by teachers in designing an effective assessment, those are (i) choosing an assessment which aligned and connected with the topic being taught, (ii) explaining the scoring system to students for each assignment, (iii) providing a clear standard or model before doing the assignment, (iv) encouraging students to complete their self-assessment and (v) interpreting students' performance appropriately by comparing with other students or using developing standards. regarding the alignment of the topics taught with the assessment given, students agreed that the assessments were appropriate (75.18%). in addition, ketut santi indriani, ni made ayu widiastuti students’ attitude towards english online learning through moodle during covid-19 pandemic 200 students also agreed that the scoring system for each assignment was transparent (71.96%). the assignment methods used in the moodle lms were quite varied, including multiple choices, true/false, essays, short-answers and many more. although in general students agreed that the methods of assignment vary, the value given is not too high (64.82%). likewise, students agreed that the teacher provided feedback on each of their work, but this feedback was still considered insufficient (64.29%). teacher should deliver sufficient feedback since it becomes the evidence that can be used by students to improve language performance in the learning process (aisyah & wicaksono, 2020). however, students strongly agreed that the assignments given were easy for them to understand (81.79%). interaction is one of the elements in the learning process. this interaction can occur between student-to-student and student-to-teacher. there are differing opinions regarding the importance of student-to-student and student-to-teacher interactions in online learning. the first opinion says that student-to-student interaction, especially in online learning, is required. students who join online classes with the desire to get the opportunity to interact with other students tend to show low learning outcomes, and can even leave online classes, if their expectations are not fulfilled (vroom in moore et al., 2016). however, another opinion states that student-to-student interaction does not need to be a top priority in the implementation of online learning. students have different learning needs. there are students who are more concerned with learning content than participating in the classroom community. to facilitate students who expect student-to-student interaction, teachers still have to provide these activities but are voluntary so that students who do not need the interaction are not forced to do it (moore et al., 2016). the data in this study show that students do not take into account the elements of interaction in the online learning process. this is evident from their statements which show that they do not know whether student-to-student (45.89%) and student-to-teacher (48.39%) interactions are required in the learning process. this shows that they did not really need these interactions in the online learning process. the same responses were given to the statement whether they could ask questions easily (46.61%) during the course and get a quick response to their questions (54.29%). these indicate that students did not really need the chance for asking questions or getting feedback from teacher in the online learning process. based on the data above, it can be concluded that students agreed that the content of the english course at the moodle lms is good (with an average of 75.45%) with sufficient and clear instructions (with an average of 74.20%). the assignments given in the moodle lms were also considered good (with an average of 71.61%). however, the interesting thing is that students did not place too much importance on interactions in the online learning process, either student-to-student or studentto-teacher interactions (with an average of 48.79%). student opinions on the english course in the moodle lms in terms of content, instruction, assignments and interactions can be seen in figure 3. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 201 figure 3. students’ attitudes towards english course through moodle lms students’ engagement in english course through moodle each student has their own learning style. given that respondents in this study were required (not optional) to join online english course through moodle lms, it is possible that not all students’ learning styles can be facilitated. the thing to consider is students’ engagement to course. students' engagement to course affects student achievement in learning. the higher the frequency of engagement to the course, the higher the achievement of student learning outcomes (parsons & parsons, 2014). one way to increase students’ engagement to the course is to adapt learning to the needs of students (taylor & parsons, 2011). the data shows that students strongly agreed with the statement that they become more engaged to the online course compared to the offline course (83.04%). they also strongly agreed with the statement that unlimited course access time makes it easier to manage time in learning (83.75%). apart from that, they also agreed that it was easy for them to control the learning progress (73.57%). overall, it can be stated that online english learning can adjust to each student's learning style (80.12%). therefore, students feel more engaged with the course, easier to control learning progress and manage time in learning. another interesting thing found in the data obtained from the observation on the moodle english course was that in the first week, the average participation of student in the course was very high, reaching 97%. this may be due to students' lack of knowledge about the moodle lms application used in the online english course, considering that this is the first time they joined the online course through moodle lms. they need a lot of information at the beginning to know and understand the content of the moodle lms. from the second week to the fifth week, the percentage of students logged in to the course showed a decrease with an average of 60% per week. however, the sixth week showed a slight increase towards 77%. in the seventh week to fifteenth week, the percentage of students logged in to the course increased and showed stability, with an average of 84.75%. the percentage of students logging in to the english course seems to be stable during these weeks because students were getting used to the online course on moodle and know what to do in the course (figure 2). this also shows quite high access which indicates that students often accessed english courses every week. this is in accordance with their response to the questionnaire which states that they strongly agreed that the online english course through moodle lms makes them more engaged to the course compared to the offline course. 75,45 74,2 71,61 48,79 0 20 40 60 80 % o f s tu d e n ts r e s p o n s learning materials instructions assessment interactions ketut santi indriani, ni made ayu widiastuti students’ attitude towards english online learning through moodle during covid-19 pandemic 202 students’ attitudes and achievement in online english learning the students’ success in the learning process, to some extent, depends on students' attitudes towards learning (díez-palomar et al., 2020). student attitudes towards learning play an important role in every learning setting. therefore, teachers play an important role in encouraging the emergence of positive attitudes towards learning which determine their learning performance (bakar et al., 2010). based on the data obtained, overall students show positive attitude towards online english learning. although for some aspects, such as interaction in online classes, it shows that students did not show a very positive attitude (tend to consider that interaction during the learning process is not necessary). student scores in the english online learning process through the moodle lms show an increase that tends to be stable from the seventh to the fifteenth week. this due to the fact that starting from the seventh week they become familiar with the online course and understand what to do and what would be assessed on their learning process. they found the right rhythm in doing online learning. they mastered the application used in the online course. they also began to enjoy the freedom of access time that was completely in their hands. this condition looked very different from the first to sixth weeks they run the online english course through moodle lms. the very fluctuating graphs regarding the log-in activities of students to the course indicate that they have not found the right rhythm in their learning. therefore, the results they got during these weeks were also below satisfactory. the positive attitudes towards the course content in moodle affects students’ learning achievements. this positive attitude shown by their statements stating that the learning materials provided were quite complete, the instructions provided were sufficient and clear, and the assessment methods were easy to understand which enabled them to achieve maximum learning outcomes. for this reason, teachers have an important role in encouraging students’ positive attitudes towards online english courses through the moodle lms by designing complete and easy to understand content provided with sufficient and clear instructions. students' engagement also shows a positive correlation with students' learning achievement. when students have found affective variables that can increase their engagement to course, students become easily build confidence in the learning process (mahbub, 2020). in accordance with the data obtained regarding to the frequency of students' engagement to course, students' achievements increased along with the increase of students' engagement frequency to the course. this can be seen from the range of scores that were increasing in each assessment (table 4). this shows that the higher the frequency of students' engagement, the higher the learning achievements. this is in accordance with the statement conveyed by karabıyık (2019) that student engagement is an element that plays an important role in language learning in improving student achievement. another interesting positive attitude shown by the students was that they stated becoming more engaged to the online course compared to the offline. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 203 conclusion students' attitudes during the learning process affect their learning achievements (nasr et al., 2011). the more positive their attitudes towards the learning process, the better the results obtained. teachers have a very important role in encouraging students' positive attitudes towards the learning process. the findings in this study indicate that students have a positive attitude towards online english learning conducted through the moodle lms although it was for the first time for them to join course in moodle. during the first five weeks, students experienced difficulties because they were not familiar with the learning system through moodle in terms of time and learning management. however, after the students more often accessed the course, they obtained sufficient information and found the right learning rhythm; as the result, students showed an increasingly positive attitudes and satisfactory learning performances which continued to increase until was completed. the teacher has a very important role in encouraging students’ positive attitudes during the learning process. this can be done by providing complete learning material, sufficient and clear instructions as well as fair and 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(2006). university students ’ attitudes toward online learning. 21 celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index exploring the use of drama wayang for esp speaking activities dwi wahyuningtyas*, adelia savitri law department, faculty of law, upn veteran jawa timur, indonesia abstract drama is among english teaching and learning activities that can improve students' communication and speaking skills. however, only a few studies documented the integration between local culture and drama for english teaching and learning activities. this study aims at exploring the use of drama wayang in the english for specific purposes speaking activities. a descriptive qualitative study was employed as the study design, with observation, documentation, and questionnaire as methods of data collection. the subjects of this study were first-semester university students from the indonesian language and literature department. findings showed that students were enthusiastic about performing drama wayang and could perform it well. furthermore, drama wayang can be integrated into english teaching and learning activities to improve activity variety and attract students’ interest in learning speaking. this study also implies that drama wayang can be developed into an esp teaching method combined with indonesia's local culture and serves as an innovative and contextual esp teaching method. keywords: drama; esp; teaching method abstrak drama merupakan salah satu kegiatan belajar mengajar bahasa inggris yang dapat meningkatkan kemampuan komunikasi dan berbicara siswa. namun, ada beberapa penelitian yang mendokumentasikan integrasi antara budaya lokal dan drama untuk kegiatan belajar mengajar bahasa inggris. penelitian ini bertujuan untuk mengeksplorasi penggunaan drama wayang dalam kegiatan english for specific purposes speaking. penelitian kualitatif deskriptif digunakan sebagai desain penelitian, dengan observasi, dokumentasi, dan kuesioner sebagai metode pengumpulan data. subjek penelitian ini adalah mahasiswa semester i jurusan bahasa dan sastra indonesia. hasil penelitian menunjukkan bahwa siswa sangat antusias dalam menampilkan drama wayang dan dapat menampilkan drama dengan baik. selanjutnya, drama wayang dapat diintegrasikan ke dalam kegiatan belajar mengajar bahasa inggris untuk meningkatkan variasi kegiatan dan menarik minat siswa dalam belajar berbicara. kajian ini juga menyiratkan bahwa drama wayang dapat dikembangkan menjadi metode pengajaran esp yang dipadukan dengan budaya lokal indonesia. drama wayang sebagai metode pengajaran esp yang inovatif dan kontekstual juga terbukti di penelitian ini. kata kunci: drama; esp; metode pembelajaran e-issn: 2621-9158 p-issn:2356-0401 *correspondence: dwi.wahyuningtyas.ih@upnjatim.ac .id submitted: 17 august 2021 approved: 16 april 2022 published: 6 june 2022 citation: wahyuningtyas, d., & savitri, a. (2022). the use of drama wayang in esp speaking class final assignment. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 2138. doi: 10.22219/celtic.v9i1.17767 dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 22 introduction english language teaching comprises two main aspects: language structure and production, to help students use the language more communicatively. one teaching method that enables students to learn english more communicatively is drama. drama integrates grammatical structures into the actual practice of language use in the forms of mutual conversations among the actors. (raquel, 2013). the role of drama in speaking activities was also strengthened by vygotsky (1978), who states that a connection between words and signs elicits emotions in drama. this statement aligns with the role of drama in speaking activities that require the students to evoke their emotions. language teaching is indeed inextricable from culture teaching. in the indonesian context, with english as a foreign language (efl), lecturers should be cautious that indonesian learners might encounter an impediment in their intercultural communication (nugroho, 2019). one of its causes is students' lack of knowledge of cultural values and norms of the targeted language. octactepe (2012), stated that some institutions, especially at the higher education level, have already noted this by including some cross-cultural understanding contents into their english curriculum. this statement aligns with hermayawati (2020), who asserted the importance of crosscultural understanding in teaching english. also, it is stated by poedjiastuti, mayaputri, and arifani (2021) that nowadays, the english language employs cultural exchange as one of its missions and purposes. therefore, it is suggested that the lecturers should insert local culture besides targeted language culture in english language teaching. also, in cultural language learning approach (clla), learners' culture acquisition takes part in language learning. it means the lecturer can integrate the culture where the learners come from with the language learned (hermayawati, 2020). students' engagement means students' active participation and learning activities. they take part in the activities in the classroom. this means that the learning activities designed by the lecturer are thriving as the students are willing to actively participate in the activities (rahayu, 2018). one of the ways to teach english, especially in speaking activities is drama. in english language teaching (elt), drama has long been dubbed one of the english teaching methods and activities. there are some functions of drama that can be found in elt activities. as asserted by idogho (2018), drama enables students to be more communicative. they are given spaces to communicate with other students and practice their conversations and dialogues in real-life communication. through drama, students are expected to learn about language skills and arts, music, and culture. drama is deemed unique for its criteria as it combines students’ performance and learning, so the students can also express their ideas and expressions in the drama that is performed (schechner, in jacobs, 2016). despite its unique criteria, however, drama might be less practiced because there are some challenges in doing it. alasmari and alshae’el (2020) asserted that drama offers some challenges. the first challenge is the classroom situation as students started to get noisy once the teacher announces a drama activity, which means they have to work with their friends for the drama. the next challenge is their first language as students usually turn to use their first language more than english. finally, the inequality of students’ roles in a drama is apparent because not all students can have a role and portion in the drama. this is caused by the lack celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 23 of classroom control owned by the teacher. these challenges might become the considerations faced by a teacher while using drama in the classroom. a drama performance enables students to exchange information and culture. through this activity, students can more persuasively and confidently speak as this activity reflects what happens in real-life contexts and situations (alasmari and alshae’el, 2020). the lecturer's role in the drama is also significant, as the lecturer is needed to help students perform the drama. nurhayati (2016) suggested that english lecturers motivate and accommodate the students to be creative in making a drama by following the steps in making a drama: scriptwriting, script consultation, and drama performance. furthermore, teaching english is also inseparable from teaching the native culture when the language is taught, in this case, indonesia. some issues underlie english teaching in indonesia, one of which is culture. as stated by suryanto (2014), in elt, cultural context plays an important role, and it may influence the results of elt. in addition, nanda and susanto (2021) said that ethnic languages and stories can be inserted in drama activities in elt classes strengthened it. therefore, in this study, the researcher tried to combine drama with one cultural performance that also contains dramatic representations of events that can be combined with drama, namely wayang. wayang is an art performance that originally comes from indonesia. this definition follows grahita, banung, komma, and toshihiro (2014, p. 40) who states that “an indonesian traditional theatre art that originated on indonesia island of java”. wayang has some types, differentiated from how they are made such as wayang kulit (made from buffalo skin), wayang suket (made from grass), and wayang orang (a theatrical performance that tells the stories in wayang). on november 7, 2003, unesco (widiyastuti, rohidi, & sumaryanto, 2018) has declared wayang as a masterpiece of oral and intangible heritage of humanity. wayang has many stories to tell and types to perform. in indonesia, the most popular stories are ramayana and mahabharata. these stories are still often performed in some types of wayang, one of which is wayang orang. wayang orang is one type of wayang that has been popular for a long time ago. it was created in the 18th century and became more popular in surakarta palace, solo. it became more popular when a commoner called gan kam began to make a wayang orang commercial, performed it in public, and made it more accessible to be enjoyed by the public in the 1890s (puguh and utama, 2018), bringing the story of ramayana and mahabharata. wayang orang then inspires the existence of drama wayang that later becomes the discussion in this study. currently, students' interest in wayang stories has been low. as stated by widyastuti (2013), recently, wayang is seen as an art that has been outdated, old, and not relevant to today's modern culture and era. however, some studies have suggested the use of wayang in language learning. for example, hermayanti (2020) integrated wayang stories and language learning. she integrates wayang stories with english language learning activities to make her students use the language more communicatively. she was convinced that using a language communicatively has been a focus of language learning. therefore, students are expected to use the language communicatively at the end of the language learning process. she also mentioned that wayang stories could be used as character dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 24 education that successfully attains affective, psychomotor, and cognitive aspects in language learning. halimah, arifin, yuliariatiningsih, abdillah, and sutini (2020) also asserted that wayang stories can support character education development. their study used wayang golek as a medium to promote character education values to young learners. ramadani, rufinus, and rosnija (2018) also implemented wayang stories in their speaking class. their findings revealed that integrating wayang stories in speaking activities was proven effective. the students could retell and narrate the story more communicatively. the students were less stressed in retelling the story, and their speaking skills could also be improved. in wayang stories, there is also a storytelling aspect that can be applied in teaching speaking. amalia (2018) asserted that storytelling could promote students’ speaking activities and moral values and lessons. by combining drama and wayang, this study integrated drama wayang with english teaching and learning activities, mainly speaking skills. drama wayang is one type of wayang orang which is performed in a modern way. it is also the combination of a modern and traditional art performance that puts theatrical performance in it. it was first created by swargaloka foundation, a foundation founded in yogyakarta in 1997 by a legendary wayang orang artist and dancer, dewi sulastri, who served as a civil servant with suryandoro (swargaloka, wadah bagi para seniman untuk berkarya, 2022). it focuses on preserving indonesian arts such as wayang orang and traditional indonesian dances. drama wayang itself was created in 2013 to make wayang more recognized by younger generations, and many more people can understand and like wayang, even non-javanese people because the language used is bahasa indonesia. swargaloka also did some improvisations in storylines and songs to make them more modern and attract more viewers. this study contends that drama wayang is an indonesian culture that can be integrated into english teaching and learning activities. in particular, this present study attempts to comprise drama and wayang blended into englishspeaking activities. in addition, this study was conducted in the english for specific purposes (esp) course, where english contents taught to students were adjusted with their study fields. in higher educational institutions in indonesia, students are usually taking english adjusted with their study field and specific purposes based on the students’ projected professions. for example, those doing medical studies will be taught english for medical studies that equips students with the english terms, texts, and other english learning sources related to medical studies. hutchinson and waters (1987) identified esp as a language teaching approach whose contents and methods rely on students’ need to learn english. some essential factors play a significant role in developing esp, one of which is students’ different needs for english. students have different needs of english depending on their study field, english proficiency level, and the growth in linguistics and educational psychology fields (hutchinson & waters, 1987). in indonesia, esp is targeted to achieve academic and professional purposes (agustina, 2014). therefore, the esp curriculum often targets higher education students as its learners. the university where this study was conducted divided esp courses into four courses; listening, reading, speaking, and writing. in this study, drama wayang is used in esp celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 25 speaking subjects for indonesian language and literature department which has a close relation with drama wayang in the study program. this department offers students some indonesian cultural studies subjects. to fulfill students' english needs that are still related to the study field, the lecturer tried to insert and collaborate wayang contents and their english subjects, specifically speaking skills. speaking was analyzed in this study as it belongs to the productive skill where most students found difficulties and problems; lack of vocabulary, being confused to talk, and lack exposure in english (ratnasari, 2020). it was worsened that students need to know specific terms in english related to their study field in esp class. consequently, it makes the lecturer more careful in selecting the teaching methods and materials to suit the students' needs, objectives, and study fields. the selection of drama wayang to be used in english teaching and learning activities in this course are expected to enable the students to learn english while at the same time also learning terms related to their study, indonesian language, and literature, through drama wayang. this study elaborated and combined three fields of elt; language, literature, and education. however, most studies mentioned above have not discussed the insertion of drama, wayang, and english language teaching activities. most of them only discussed the integration of wayang stories and english language teaching activities. on the other hand, some previous studies also claimed that drama could promote students’ english skills. therefore, this study then collaborated drama, wayang, and english language teaching activities, in the form of speaking. this study aims to analyze the implementation of drama wayang in elt activities. based on the above description, the researcher conducted a study to explore the implementation of drama wayang in the esp speaking class activities. the overarching research question is: “how was drama wayang implemented in the final assignment of esp speaking class?” method research design this study employed a descriptive qualitative study. it matches the theory of qualitative study asserted by corbin and strauss (2015). they stated that in a qualitative study, statistical procedures and calculative methods are not used in formulating the findings. it is chosen because it best fits the study aims to analyze the implementation of drama wayang in esp speaking class activities. study subjects the subjects of this study were the 1st semester students of the indonesian language education department in a private university in malang, east java. there were 18 students, who later were divided into three groups for this study. this class was chosen because it was the only class receiving an indonesian literature course. the preliminary observation showed that students in this class had an adequate understanding of wayang heritage and indonesian local culture. it was shown through their drama activities and performances. hence, the researcher was convinced that the subjects could perform the drama wayang well, which later dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 26 can prove the integration of drama wayang in elt. these students have already got cultural subjects in their department, most of them were also a little bit familiar with the story of wayang as they are mostly javanese, where wayang stories in indonesia mostly come from. also, they had been exposed to wayang stories through televisions and social media. therefore, wayang's stories were not something new to them. the lecturer introduced them to wayang stories a few weeks before the main research activity started. they were very enthusiastic about listening and discussing the stories of wayang with the lecturer. they also asked the lecturer to tell them the story before the speaking class started every week. data collection the data were collected through observation, documentation (field notes and photos), and a questionnaire. the study investigator was also the lecturer of the subjects where she knew the students’ learning progress. the possibility of bias was inevitable so another study investigator was recruited to help in the assessment of the esp speaking final assignment that became the main agenda of this study. the combination of multiple instruments mentioned above was also used to avoid biases in the findings. the study was conducted on 20 december 2019. first, the lecturer observed the students' drama performances. during the performances, the students wore traditional clothes to represent indonesian culture as part of the performance. regarding the final assignment activity, the students had prepared their performance a month before after. the lecturer gave them the guidelines on how to do the drama. the guidelines were as follows. 1. the drama wayang can be in the form of musical drama. 2. one group consists of 5-6 students. 3. all members must take part. 4. narration is a must. 5. the stories must be about wayang. 6. must include the lesson materials taught (ex. news report, procedure, etc.) 7. the duration must be 15-20 minutes. 8. moral value is a must. 9. the use of costumes, accessories, and furniture may vary. 10. the script should be consulted at least two – to one week before the performance. 11. the performance should be three weeks after the announcement is made. 12. show your creativity. 13. should you have any further questions, do not hesitate to contact me. 14. there are some aspects of speaking to assess in students’ drama: fluency, accuracy, expressions, gestures, vocabulary, grammar. the teacher also initially made three groups that consisted of four to five students each. the students could consult their drama script every week, starting from one week after the guidelines were given until one week before the drama was performed. the drama wayang was conducted during the class session, so there was no additional session for the students to perform the drama. the celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 27 questionnaire was taken after the drama was performed; while the documentation was taken during the drama was performed. all students who participated in the drama were asked to fill out the questionnaire distributed a week after the drama was performed so that the students could still remember it. the documents were collected during the drama. the researcher was helped by other students and the audience to document the drama, so the researcher could focus on analyzing the drama more. the obtained data were analyzed through the addie approach. it is an instructional model widely employed by teachers and lecturers to obtain an effective teaching design (aldoobie, 2015). addie stands for analysis, design, development, implementation, and evaluation. the design models used are explained as follows: 1. analysis at this stage, the researcher analyzed the learners’ needs to decide suitable activities and assessments for the course. the analysis included learners’ speaking skill progress, obstacles, and course objectives. upon analysis, the researcher decided on the possibility of the students performing a drama. when it was possible, the forms of drama were structured following the students’ needs. 2. design this phase allowed researchers to design activities and assessments for the students, select a course form, and make an instructional design. therefore, during the drama performance, the researcher assessed some aspects of drama such as story, script, costume, language, and expression. in regards to a course form, a few weeks before coming to the drama performance, the lecturer gave students some materials and necessary information. as the activity is drama, the students were also required to perform some role plays or short conversations, a few weeks before the drama was assigned to them. in the design phase, the researcher also explained the objectives of the activity, the aspects of drama performance that the students are required to do and motivate them that they can perform the drama well. the activity and materials were also designed by the curriculum so that they can match the study objectives. 3. development during the development, the researchers developed the materials and activities. some sources from books, magazines, and the internet were added to the materials to be adjusted with the learning objectives. the costumes and stories of the drama were also adjusted with the theme of the drama. the students could also give their opinion, ideas, and suggestions in formulating the topics and materials of the drama. 4. implementation the implementation gave opportunities to researchers and participants to perform the drama. during this step, the researcher observed and documented the drama performance carefully. during the observation and documentation, the students were also required to give their opinion about the drama performance. 5. evaluation dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 28 at this final stage, the researchers evaluated the drama performance. the evaluation was indicated by the distribution of the questionnaire and assessment results. the result of the questionnaire and assessment was then analyzed and discussed to identify the implementation of drama wayang performance. this phase also becomes a reflection and stepping stone for the researcher to develop and elaborate the topic and study fields for future research. findings during the main agenda of the study, each group was given the same amount of time to perform their drama wayang, around 15 minutes. the errors that the students made were still tolerated during the performances, although, in their speaking, pauses, and repetitions were still encountered. their stories were also still closely related to the topic, wayang stories, although there were some modifications. below are further explanations of the findings. table 1. the result of the questionnaire no. statement strongly agree agree 1. you enjoyed doing drama wayang performance 83% 17% 2. you prepared your performance well 55% 45% 3. you were confident of performing in front of the class 66% 34% 4. you got the information about the assignment clearly 55% 45% 5. you had already known the story of wayang before the assignment was given to you 66% 34% 6. you had liked the story of wayang before the assignment was given to you 33% 67% 7. you were motivated to give your best performance 83% 17% 8. you could easily understand the instructions given by the lecturer related to the assignment 89% 11% 9. you thought that the assignment already covered the materials or topics that had been taught 88% 12% 10. you liked the assignment 94% 6% 11. you could deliver your best performance 89% 11% 12. your got compliments from your lecturer because of your performance 83% 17% 13. you got many ideas about the assignment 83% 17% celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 29 14. you got many difficulties while doing the assignment 39% 61% results of the questionnaire found that most students had favorable impressions of the drama wayang as a speaking activity, in this case as a final assignment. of 18 students in the class who filled out the questionnaire, most students (83%) said they strongly agreed that they enjoyed their drama performances, while 17% said they ‘generally’ agreed to the use of drama wayang. the students were also confident and motivated to deliver their best performance, indicated by 66% and 83% respectively from the total respondents who strongly agreed with this statement. they also prepared the drama well; 55% of students said that they had already prepared the drama performed well during the preparation period, while the rest, 45%, generally agreed to this notion. most of them also strongly agreed that they got the information about the assignment clearly from the teacher regarding the drama wayang for the esp speaking final assignment. when it comes to the information regarding the wayang story or their previous affection toward wayang, most of them answered "agree" that they knew or ever heard wayang stories. regarding the instructions given by the lecturer, most of them (89%) strongly agreed that the information given by the lecturer was clear and they could understand them. most of them (88%) also strongly agreed that the assignment covered the topics taught that semester. next, most of them (94%) strongly agreed that they liked their performances as they could deliver their best performances and got compliments from the lecturer. on the other hand, they also strongly agreed (78%) that they got critics from the lecturer about their performances. because of the assignment, too, they strongly agree that they got ideas to develop (83%), yet 61% agreed that they found difficulties as this assignment was also challenging. from the students' questionnaire results, it can be identified that all students chose the option strongly agree and agree; none of them opted for disagreeing, strongly disagree, or n/a. most chose the "strongly agree" box regarding their impressions and opinions towards the drama wayang assignment. however, when they were asked about their previous knowledge about wayang, most of them chose "agree," as most of them only have ever heard moderate or little information about wayang. thus, although students still knew a little about wayang, they were still enthusiastic about performing drama wayang. table 2. the assessment result of the drama wayang performances group story script costume language expression a rama and shinta average good good good b drupadi good good good good c 5 pandawi very good good good very good dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 30 notes: script very good : the story is very interesting to follow, and there are some modifications of the story good : the story is interesting enough to follow average : the story is ok, but there are no new things that attract the audience’s attention costume very good : the students were quite creative in designing and matching the costumes. in addition, the costumes still fit the theme and story. good : the costumes still match the story, but there is no new thing that catches the audience’s attention. average : the costumes still need to be improved to match the theme and story. language very good : the students can speak english well, are fluent, and have clear pronunciation. good : the students make some errors in speaking but can be still understood. performance average : the students make many errors and some utterances cannot be understood clearly. expression very good : the students could act very well, and bring the characters alive good : the students could act, but at some points miss the characteristics of the characters played average : the students still gave fat expressions and had difficulties in acting it can be seen from the table that the best result was achieved by group c (5 pandawi). they could perform the story well. they could also act well. their expressions were on point and they could enliven the characters they played. the second best group was group b (drupadi). they could present the stories well and could also act well, although not as good as group c. they were also fluent in speaking. the last group was group a. they should have developed the stories better, as there are no new aspects in their story that caught students’ attention. results of the observation and documentation of the students’ drama wayang performance as esp speaking final assignment regarding the aspects to assess in their drama performance, it could be identified that overall, students could perform pretty well on their drama, although their fluency, grammatical accuracy, expressions, gestures, and content/story should be developed more. below is the complete assessment of the drama wayang performance. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 31 the first group performed rama and shinta, which told about the struggle of rama wijaya to save his wife, shinta, who was kidnapped by a giant king, rahwana. accompanied by her brother, laksmana, and a troupe of monkeys led by hanoman, rama defeated rahwana. the first group performed drama wayang in 15 minutes. as the lecturer allowed the students to develop the story, the students added some new storylines and jokes in the drama. overall, the students could perform the drama well, although there were some parts that they forgot to say. that was because they were nervous or the dialogues were too long. besides the story, the students also conveyed moral values such as "do not give up" and "be brave if you feel you are right." the groups still made some errors in pronunciation, such as "upon" and words ended with "ed." however, the errors did not affect the meaning. the dialogues and messages were still understandable. the students still, however, had to improve their acting and expressions. some students from this group also admitted that they were shy to perform the drama in front of the public and could not concentrate fully as students from other classes also watched them. figure 2. group 2 performed their drama with the title ‘drupadi’ figure 1. group 1 performed their drama entitled ‘rama and shinta’ ‘’ dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 32 the next group, group 2, performed a drama wayang entitled drupadi. the story told about the birth of a princess named drupadi. she was the oldest daughter of king drupada. drupadi had a younger sister named srikandi. the second group offered a slightly different performance from the first group as the second group worked intensively on make-up and costumes. their costumes resembled the costumes of javanese princes. group 2 performed the drama successfully. they also improved the story by adding the character of the princess maid, who was very loyal to princess drupadi. group 2's performance felt more serious compared to the previous group performance. the jokes they put in the drama were less prominent compared to the first group. however, the dialogue felt more intense, and the change from one scene to another was in a good sequence. like group 1, group 2 still had to work on expressions and gestures, as some were still shy to act, and some of them forgot the dialogues. in addition, they were also quite fluent in speaking. the last group to present their drama was group 3 which performed a drama wayang with the title 5 pandawi modified from the story 5 of pandawa, the famous five knights in wayang stories. the story told about five siblings who were called pandawi, the female version of pandawa. group 3 developed the story and added new stories to it. therefore, the story was about 5 pandawi who wanted to get married and asked their father to find the right men for them. meanwhile, that kind of story did not exist in wayang, so it can be concluded that group 3 changed and developed the story. of all groups that performed their drama, group 3 was the most expressive. they enjoyed their performance and acted well, although they forgot some dialogues and improvised their conversations and dialogues. however, they still made some errors in producing words, and at times, they were not fluent in speaking the dialogues. in short, group 3 was the most expressive and explorative compared to the two previous groups. similar to other groups, this group also wore their modified traditional costumes. therefore, this group could also enliven the audience. figure 3. group 3 performed their drama with the title ‘5 pandawi’ celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 33 from the assessment, this group was then decided to be the best group. to document it, group 3 performance was also recorded and uploaded on the youtube channel of the lecturer so that it can be an example for other drama groups and classes that also want to perform a drama. after all, groups performed their drama, the lecturer gave them feedback and heard their opinion regarding their drama performance. after the students performed the drama, they discussed with the lecturer, talking about their drama performances. then, they were required to give their friends feedback. after that, the lecturer also gave them some feedback. these sessions were written on the lecturer's notes. during the discussion, the students said they enjoyed their performances and learned to be more confident. they also learned wayang stories, some that they had hardly heard before. thus, besides learning to speak, they also learn indonesian culture through the wayang stories. overall, they still should practice being more natural and improvising with the story and the dialogues of the drama. at first, the students were quite nervous about performing the drama. however, they could overcome that as they played, became more confident, and enjoyed their performances. they also learned how to develop and modify a story. after performing the drama, the students were more interested in knowing about wayang. they could also learn cultural and character values represented in wayang stories. later, they are expected to be more explorative and creative in developing drama wayang in their ways and styles while still preserving the cultural values of wayang and adjusting them with the current development. it can be concluded that the students enjoyed playing the drama wayang. all of them worked enthusiastically in this drama result of the observation and documentation showed that the final speaking test in drama wayang format came out successfully. from the documentation and observation, it can be concluded that some students found difficulties in memorizing and pronouncing the dialogues and scripts. to overcome that, they then improvised the dialogues using their own words. figure 4. the best group performance was then uploaded on the lecturer's youtube channel dwi wahyuningtyas, adelia savitri the use of drama wayang in esp speaking class final assignment 34 the result indicates that the students had good impressions of drama wayang as part of their speaking class activities. they reacted well when the lecturer announced this activity for them. in addition, from the questionnaire, it can be revealed that they prepared the drama well and were confident about it. their responses to their drama wayang performances were also positive. despite the critics and feedback they got from the lecturer and some challenging parts that exist, such as the new theme, their performance in the form of the public, and their speaking skill, they could still deliver their drama performance well. they could also be more practical and communicative in practicing english, especially in speaking skills. during the feedback and discussion session after the performance, they said they were happy and quite satisfied during their drama performance. in short, this activity can be done well and enjoyed by the students in their speaking class. discussion this drama performance is set to make students enjoy the speaking class as the primary goal of the esp speaking activity in the first semester is to make students love and be interested in english. therefore, as long as the students enjoyed the activity and their creativity was also facilitated, the lecturer allowed them. however, the lecturer assessment still relies on the aspects of drama assessment, such as students' presentations and their speaking performance. in line with richards (2009), a speaking activity that requires talk as performance includes clarity of presentation and use of discourse markers, repetition, and stress to emphasize important points. in addition, iwashita, brown, mc namara, and o'hagan (2008) stated that vocabulary, fluency, grammatical accuracy, and pronunciation also take part as the aspects of speaking assessment that impact the overall speaking score, wherein this part also applies to students' drama performance. as it is a drama performance, other aspects have to be considered, such as the expression, story, creativity, costumes, and other aspects. these aspects became the consideration for the lecturer to assess students' drama performance. regarding the integration of culture in this activity, the students could insert cultural values in their performances. for example, in group 2, there was a scene when prabu drupada, srikandi's parent, made an offering to god. thus, the procession performed by the students resembled the hindu procession of making an offering to god. the other thing that should be appreciated as the students tried to present the traditional costumes. they wore their creation of traditional indonesian costume that also resembles the story they were telling. this part indicates that integrating cultural values and english as a second and foreign language teaching is inseparable. dewi (2017) asserted that integrating cultural values in second language teaching could motivate the learners, raise their nationalism, and gain cultural awareness. in line with the findings of this study, the students are also expected to know and understand more about indonesian arts and culture besides finding an exciting way to learn english. what should also be highlighted during the drama wayang is that the students could speak in english more naturally and communicatively. they did not think about the grammar or patterns that they were using. instead, they just said celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 35 what they wanted to say, and their partners could also understand what they were saying. they could also learn the context of language use, as in drama, the situation represents a real-life situation. this could improve students' speaking skills as they can be more confident to speak english, and the more frequently they speak english, the more fluent they are in speaking english. this result is in line with samantaray (2017), who asserted that students could directly practice their english in the real world and contexts in drama. it is also stated that the socioaffective requirements of the students can also be fulfilled. besides, it can encourage students' self-confidence and esteem and increase their participation in class which was also proven in this study. although overall their drama was rated good, as not all students have good speaking skills during the performances. some of them were still not fluent in english but fortunately could be covered up by their teammates and did not affect much. in short, by performing a drama as part of their assignment, the students could improve their speaking proficiency level and immediately practice it in actual life situations. in addition, by integrating wayang stories into drama, students are expected to know more about wayang as a part of their local culture. the lecturer can also insert discussion during the process. the discussion part is expected to make students more creative and confident. the lecturer should also ensure that the students have already been capable in english skills such as speaking, writing, listening, and reading as requirements to prepare and perform a drama properly. this is in line with jacobs (2016), who asserted that a lecturer works as a lecturer-assessor who accommodates the activity and assesses students' work in drama. conclusion this study attempted to investigate the integration of drama and wayang in elt activities. the findings have shown that drama wayang could be implemented in speaking activities. it weaves two ways of elt aspects, particularly in language and culture. in this study, the drama was performed successfully. the students could find some enjoyment that motivated their learning. they felt more relaxed and contented during the speaking activities, and they did not consider the english speaking class as a dull session anymore. in addition, the researcher chose the theme of drama wayang because the researcher wanted the students to recognize their own javanese culture while making speaking activities more attractive. in this study, the students learned english while at the same time learning indonesian cultural arts and culture, which is one of the focuses in their english for specific purposes (esp) course. later, it is expected that drama wayang can be developed further to teach speaking skills, which means there is an integration of english 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(2013). menumbuhkan minat dan mengembangkan bakat anak terhadap seni pewayangan. dinas kebudayaan daerah istimewa yogyakarta. https://doi.org/10.30845/ijll https://www.eventori.id/swargaloka-wadah-bagi-para-seniman-untuk-berkarya https://www.eventori.id/swargaloka-wadah-bagi-para-seniman-untuk-berkarya https://doi.org/10.22219/celtic.v1i2.4668 260 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index the utilization of line video call and tiktok video for teaching pronunciation in thailand lilis kartika dewi*, yudhi arifani universitas muhammadiyah gresik, indonesia abstract this study attempts to explore the utilization of line video call for teaching pronunciation using the tiktok video, seen from teacher and students' perspectives. this qualitative study involves a teacher and three students in thailand interviewed through an online platform. the findings showed that both teacher and students gained a positive attitude towards utilizing line video call for teaching pronunciation using tiktok. the benefits are increasing students' vocabulary, building self-confidence in pronouncing the words in english, and more interest in joining the class since the application is not boring. on the other hand, the teacher has a problem with the limited time in creating the materials and making the students focus on the learning process. yet, the students have a problem with internet connection and many assignments to do during online learning. finally, the students are enthusiastic since tiktok and line video calls help them learn english, especially their pronunciation. keywords: line video call; teaching pronunciation; tiktok video abstrak penelitian ini mencoba mengeksplorasi pemanfaatan video call line untuk pengajaran pengucapan menggunakan video tiktok, dilihat dari sudut pandang guru dan siswa. studi kualitatif ini melibatkan seorang guru dan tiga siswa di thailand yang diwawancarai melalui platform online. hasil temuan menunjukkan bahwa guru dan siswa mempunyai sikap positif terhadap penggunaan panggilan video line untuk mengajar pengucapan menggunakan tiktok. manfaatnya adalah meningkatkan kosakata siswa, membangun kepercayaan diri dalam mengucapkan katakata dalam bahasa inggris, dan lebih tertarik untuk mengikuti kelas karena aplikasinya tidak membosankan. di sisi lain, guru memiliki masalah dengan keterbatasan waktu dalam membuat materi dan membuat siswa fokus pada proses pembelajaran. namun, para siswa memiliki masalah dengan koneksi internet dan banyak tugas yang harus dilakukan selama pembelajaran online. akhirnya, para siswa sangat antusias karena tiktok dan video call line membantu mereka belajar bahasa inggris, terutama pengucapan mereka. kata kunci: line video call; pengajaran pengucapan; video tiktok introduction the rapid development of technology has impressed people's lives and societies. the invention of contemporary gadgets or tools has altered the way individuals interact with each other. as such, the aid of the device is to have interaction and communication faster and easier than ever before. with this regard, the discovery of cellular phones and smartphones brings a significant role in exchange in the digital era. in particular, the social media offered by these tools has become the center of public attention since the media aids them to interact e-issn: 2621-9158 p-issn:2356-0401 *corresponding author: liliskartika.2410@gmail.com submitted: 05 october 2021 approved: 15 december 2021 published: 28 december 2021 citation: dewi, l.k & arifani, y. (2021). the utilization of line video calland tiktok video for teaching pronunciation in thailand. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 260-274. doi: 10.22219/celtic.v8i2.18481 celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 261 handily. the effortlessness and flexibility provided by these tools have assured people to utilize gadgets in other fields such as legal, medical, marketing, and even education (raja & nagasubramani, 2018). amidst the pandemic era, social media is frequently used by many people around the world. however, it discovered that the teachers still find difficulties while conducting an online class since it needs to make an effective materials, indeed it takes a much time (hirschel & humphreys, 2021). in fact, in educational contexts, teachers and students also need to equip with the utilization of social media. it is in line with the previous study done by budianto & arifani (2021) that students and teachers have burden with the highvolume of online tasks. also, the teacher face a problem in managing an online class (dennis, 2021; gufron & rosli, 2021). at the time the study was conducted, we were still living amidst a worldwide pandemic. during april-may 2020, covid-19 was assigned as a pandemic due to its widespread throughout thailand and the world. as the influence of the pandemic era, it revolutionized all aspects of the world involving the education aspect. this condition obliged both lecturers and students to master digital technology. bagata et al. (2020) explained that covid-19 encourages lecturers and students to learn technology to employ in the teaching and learning process. he further stated that online learning technology has a significant role in the success of the teaching and learning process. meanwhile, it suggests that a lecturer must master online technology to accomplish the classroom atmosphere, distribute lecture materials, and advance student enthusiasm in virtual classes. simultaneously, students must control the online platform to acquire the material in virtual courses as they did before in real classrooms. kanoksilapatham (2021) reported that the students agreed that online learning was somehow helpful, and they were not under pressure to study online. nowadays, the utilization of social networking applications such as tiktok has taken an essential role in language learning. it supports the previous studies done by al fadda (2020), sherine et al. (2020), and nurani and widiati (2021) who stated that popular social media applications such as instagram, whatsapp, tiktok and weblog make students are interested in learning english. they showed a positive attitude towards the utilization of these applications. tiktok has earned the second-highest rank internationally for app downloads on google play and apple store in 2019, reported to sensor tower blog (2020) as cited in ipan et al. (2020). therefore, the proliferation of apps like line and tiktok encourage teachers to use them in their classrooms. line and tiktok are very global forms of application where the use and features offered by these tools are fascinating. the form of teaching pronunciation using the line and tiktok applications is considered very suitable for thai english as foreign language (efl) students. in addition, this application is effortless to use. the system is constantly updated so that some teachers can use line and tiktok as suitable learning media to grow and increase the motivation of efl learners to learn pronunciation. pronunciation is crucial to speaking, and appropriate pronunciation can lead to confidence when it employs appropriate grammar, while wrong pronunciation causes ridicule and awkwardness (akter, 2007). pronunciation is the process of producing a sound arrangement that does not interfere with communication for both the speaker and the listener (paulston & burder, 1976). yates (2002, as cited lilis kartika dewi, yudhi arifani the utilization of line video call and tiktok video for teaching pronunciation in thailand 262 in gilakjani (2016), pronunciation is a sound production process that plays a role in making a word's meaning. thus, pronunciation is the process of producing the sound of english words. as students learn pronunciation, they adapt to the new pronunciation of a word made in the first language. the purpose of pronunciation instruction is not to inquire the students to pronounce the same as a native speaker. instead, comprehensible pronunciation should be the fundamental goal of spoken communication. if students want to change the way english words are pronounced, they must change how they think about how the words sound. it is factual both for individual sounds and for more significant parts of speech such as stress patterns, rhythm, and syllables. regrettably, pronunciation instructions are sometimes neglected in teaching english (gilakjani, 2016). in this recent study, the researcher defines the pronunciation term, explains the purpose of english pronunciation, outlines the significance, and mentions some perceptions for teaching english pronunciation using line video call. in addition, efl students with proper pronunciation usually expand other skills more quickly than those with incorrect articulation. before the covid-19 pandemic, thai teachers used to teach pronunciation to students directly by repetition and imitation drills. it employs a traditional approach since it had not used social media before the pandemic era. however, when the covid-19 pandemic happened, teachers began to be creative in delivering teaching materials and pronunciation practices to their students. in such a case, the efl teachers must find out a new way to indicate, practice, and give feedback on english pronunciation which is essentially suitable for the students to learn english pronunciation effectively. a number of research have also demonstrated the potential use of mobile applications in aiding students to build on their language skills, seen from teachers' and students' perspectives. the first previous study done by jumariati & febriyanti (2020) revealed that the use of line as a medium for learning english affects students' writing skills significantly. students' writing scores in grammar, content, and order of sentences have increased their scores. it also showed that feedback given by teachers through line could affect students' motivation to improve writing practice. another previous study was conducted by zaitun et al. (2021), which indicated that the tiktok application helps students improve their speaking skills through storytelling about the place, object, and person. meanwhile, a recent study by xiuwen & razali (2021) found that the utilization of tiktok can improve students' english communication competence and enhance their attentiveness to use english. the new policies and growing push for ict in thai education has resulted in greater application of computer-assisted language learning (call) and mobileassisted language learning (mall) in the thai education context (boonmoh et al., 2021). computer-assisted language learning (call) is shortly well-defined by levy (1997 as cited in boonmoh et al., 2021) as "the exploration and study of computer applications in language teaching and learning". call covers an extensive variety of ict applications and approaches to foreign language teaching and learning, from traditional teaching approaches to more recent manifestations, such as virtual learning environments and web-based distance learning (schmid, 2009 as cited in boonmoh et al., 2021). in the era of twenty-first century, mobile devices are also celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 263 employed for language learning. mobile assisted language learning (mall) is language learning that is boosted through the use of mobile digital devices. mall is different from call in the use of portable devices and personal that allow new ways of learning; it focuses on the continuity or spontaneity of access and interaction across different contexts of use (kukulska-hulme & shield, 2008). thus, nowadays it could not be separated to the use of digital applications and social media as the media for teaching. a number of published studies show that the use of social media can aid the students to improve the english language skills of english learners. al arif (2019) examined the students perception of the use of social media. it revealed that efl students show a positive attitude towards using social media in learning english which can help enhance their motivation and readiness to speak and master english. further, xu (2019) stated that it is easy and funny to use it to increase their motivation to study english. unless they perceive more benefits while implementing the line video call for teaching pronunciation using the tiktok video, they also got some problems while joining the online class (dennis, 2021). for the technical difficulties, they have an internet connection problem, so that they cannot join the class and get the materials clearly (efriana 2021, as cited in ardiyansah 2021; johnson et al., 2016). therefore, english language learners showed their positive attitudes towards the utilization of tiktok in their learning process (haerazi et al., 2020; yunus et al., 2019). a similar study related to the teacher perception of the use of technology in the classroom was done by boonmoh et al. (2021). it discovered that the teacher gained positive attitude towards the use of technology such as kahoot since it is more appealing and it is engaging for students. previous research also displayed that most efl students have confidence that social media integrated with short videos can help increase their mastery of english communication competence through self-study mode with current topics distributed by english educators (al yaari, 2013; otchie & pedaste, 2020; xiong & zhou, 2018). alyaari (2013) and zaitun et al. (2021) revealed that utilizing line video call through tiktok video could build the students’ confidence in their speaking ability. also, the students gain several benefits, such as they are less shy and more confident. besides, they can study everywhere and anytime using a mobile device to learn (gufron & rosli, 2021). however, a study by lee & yin (2021) reported that the chinese secondary teacher had the difficulty to make the students focus in online learning and engage with the technology. thus, she proposed that it should find another way to control the students in online classes. sometimes, a few students forgot about their assignments while others did not join the class with line due to some problems such as internet connection (gufron & rosli, 2021; johnson et al., 2016). social media is a medium with a broader scope and has many labels such as the facebook platform, tiktok, line, instagram, and others that function as a social component and public communication. in this study, tiktok and line are used as pronunciation teaching media. tiktok and line are very popular and enthusiastically welcomed in asian countries such as cambodia, japan, indonesia, malaysia, thailand, and vietnam. popularity has exploded massively in these countries, compared to instagram and other apps that take a long time to get many followers. lilis kartika dewi, yudhi arifani the utilization of line video call and tiktok video for teaching pronunciation in thailand 264 based on previous studies, there are still few studies related to the perceptions of teaching pronunciation through line video call using tiktok. to mention one of them is a study by pratiwi et al. (2021). this study revealed that the students that the participants showed their positive attitude towards the tiktok application as a video aid whereas learning through the tiktok application could be used as learning strategy to assist and enhance speaking skills and literacy. in this case, the participants delivered a want to apply the tiktok application so that they can watch and comprehend all the content concerning to basic english skills. it is believed that the use of tiktok video is appealing and interesting to be applied in today’s era, especially for teaching pronunciation. pronunciation is significant to be taught since it affects the way students pronounce the words. yates (2002, as cited in gilakjani, 2016), pronunciation is a sound production process that plays a role in making a word's meaning. thus, pronunciation is seen as more than right production of person words or sounds. it must be seen as a significant part of communication that is unified into classroom doings (gilakjani, 2016). with this regard, many teachers employ social media as the media in teaching pronunciation, particularly in thailand context. thus, the students and teacher perception are essentially to be revealed in order to discover the practice of pronunciation in the class. therefore, this study attempts to fill the lacuna by revealing the utilization of line video call for teaching pronunciation using tiktok video, seen from teachers’ and students perceptions. the concern of this study is to expose the teacher's perception of the role of the line video call application as a medium of communication between teachers and students learning pronunciation using the tiktok application. also, it makes the triangulation with the student's perception of the use of line video call for teaching pronunciation using tiktok video. therefore, this current study addresses the following research questions: (1) what are the teacher's insights and experiences toward utilizing line video call for teaching pronunciation using tiktok video? (2) how do the students perceive the utilization of line video calls for teaching pronunciation using the tiktok video? method the research design used in this recent study is a qualitative approach in which the study was done based on descriptive data. creswell & creswell (2018) stated qualitative inquiry denotes inductive and exploratory. it exposes and comprehends the meaning of individuals or groups in which the researcher analyzes the aim of the data as the final written report for the study. this study was conducted at the ban huaiduanoi school in thailand or elementary school in thailand. the consideration of selecting the ban huaiduanoi school in thailand is because there is collaborative research between thailand and one of the universities in indonesia in which the author was assigned to that school. the subject of this study was an english teacher and a student of each grade from grades 1, 2, and 3. thus, the total number of students as research subjects amounted to 3 students. an english teacher was chosen as she employed a popular application named tiktok to teach pronunciation. meanwhile, students were selected based on the recommendation of the teacher. it also considers that celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 265 the students are interested in using tiktok application for many things including for learning activity. each english class meeting for grades 1, 2, and 3 was held a virtual meeting using line video calls in one class together. the school in ban huaiduanoi is not big in capacity due to the school position in remote area, so that the students in grades 1, 2, and 3 have a class with the same topics, materials, and teachers. thai teachers provide english materials such as writing, speaking, pronunciation and others through tiktok videos and continue with face-to-face meetings virtual using the line application. for thai students who are efl learners, learning english is hard to understand. to complete the data in qualitative research, thus semi-structured interviews were conducted. it collects data related to people's opinions, feelings, and beliefs in a particular situation in their words. it is also utilized to aid in comprehending individuals' experiences and the meaning they created towards the issue (ary et al., 2018). the first semi-structured interview is conducted to reveal teacher perception and their experiences while implementing the line video call for teaching pronunciation using the tiktok video. it also investigates the affordances and obstacles from its utilization. to triangulate the results, the second semistructured interview exposes students' perceptions and experiences during the line video call implementation using tiktok. the interview proceeds for about 25-30 minutes for the teacher and the students. all interviews were recorded to make the data collection process more effective and to prevent distractions in writing notes during the interview process. it used english while interviewing and conducted the interview was done through a line video call. then, the data were transcribed and examined to be explained inductively. finally, it reflects on phrases, sentences or words generated by the participants in the relevant data, relates them to the research question, summarizes the important understanding from them, and concludes from the results and discussion. findings teacher's insights and experiences toward utilizing line video call for teaching pronunciation using tiktok video it addressed several questions related to teachers' perceptions and experiences while implementing the line video call for teaching pronunciation using the tiktok video. the responses are divided into their experiences, their benefits, and their constraints. first, the teacher was asked about her reasons for utilizing line video call for teaching pronunciation using the tiktok video. she stated that the use of line and tiktok is due to the pandemic era, which forced her to have an online class. in addition, one way to motivate the students is by using social media, which is very popular in thailand; two of them are line and tiktok. thus, the interview answers are revealed as follows: due to the pandemic, face-to-face schools are closed, so i can only teach through line and tiktok because it's easy for everyone. moreover, line and tiktok are very popular in thailand. further, when asked about the steps to teach the students, the teacher said that there are four steps: opening, practicing together, practicing with friends, and presenting the vocabulary/pronunciation with the teacher (individually). therefore, this interview statement from the teacher could be seen as follows: lilis kartika dewi, yudhi arifani the utilization of line video call and tiktok video for teaching pronunciation in thailand 266 i have 4 step to teach my students: (1) opening: tell them about the topic, present vocabulary, conversations, (2) practice together: i ask students to repeat the word after me, (3) practice with friends: ask students to practice the pronunciation with his friend, (4) present the vocabulary/pronunciation with the teacher (individually). while implementing those steps, the teacher was also asked about the benefits of implementing line video call for pronunciation using the tiktok video. she proposed several benefits of implementing line video call by using the tiktok video. as reported by the teacher that the implementation of line video call by using tiktok video could enhance speaking skills and build self-confidence. before using social media, the students are shy to speak up, yet using line video call by using tiktok video can trigger them to speak more. the evidence of the teacher's statement is revealed as follows: i use clt (communicate language teaching) because english must to be speak out more than everything, must to be practice with other people, so students not shy. and for the technical benefit maybe usually i only use line and tiktok as communication apps with people and entertainment videos only. however, after using these 2 applications to learn the pronouns of my students, i was able to know other benefits of using this application. so it is more able to take advantage of existing technology in accordance with its era. when i teach it at school, students feel embarrassed only some want to follow my instructions, they are embarrassed by other friends. but when they learn to use tiktok and line, they become more confident and not ashamed of their friends. apart from the benefits, the teacher also indicated several challenges while teaching the students via line and tiktok. in this case, the teacher needs extra time to remind the students about their assignments. sometimes, a few students forgot about their duties while others did not join the class with line due to some problems. another challenge is to make the students focus on the learning process. for example, some of them may enjoy their toys, drinks, and food. thus, the teacher has difficulty in controlling the online class. the proof of the interview's results can be seen below: remind students many times to collect worksheets and practice pronunciation videos. because if they are not reminded, they will forget, then sometimes there are students who do not join the class with line, so i have to go to their house one by one and ask what the problem that prevents them from taking online classes. only some students are willing to listen and follow my pronunciation and instructions, others enjoy learning with toys, drinks and food. when asked about preparing the materials, the teacher faces challenges while designing the materials and creating the activity. the teacher takes a much time to edit the video and to make the video attractively. the teacher's statement is provided as follows: yes, because have to prepare and create the activity, create the topic and it takes time to edit the video to deliver it attractively. but it's not a problem, because that's the only way for students to continue to study while the school is still closed. even though the teacher faced many challenges, she was excited because the students are more confident and could improve their pronunciation. it is proved through the score before using line, and tiktok is 5.9, while after joining the class through line and using tiktok, the score increases to 8.07. surprisingly, it is shocking to know that the students enjoy the course and improve their pronunciation skills. the evidence of the interview's results is presented below: celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 267 yes of course, when they study in class directly, they feel ashamed that not all children want to speak with me. however, after learning pronunciation using tiktok and meeting me on a line video call, they were less shy and more confident. all students can and want to practice pronunciation. [additional information: pre-student average is 5.9 and post is 8.07.] from the interview results displayed above, it could be drawn that the teacher uses line video call and tiktok since those applications are easy to be applied in the online class. it can help her to motivate the students to learn english, especially their pronunciation. the benefits of implementing line video call for teaching pronunciation using tiktok video are enhancing speaking skills and building self-confidence. however, the teacher encountered some problems, such as needing extra time to remind the students related to their assignment. it is not easy to make the students focus on the learning process. moreover, it takes a lot of time to the materials and creates the activity because it needs to edit the video and make it more attractive. even though the teacher faced many challenges, she was excited because the students are more confident and could improve their pronunciation. it is proved through the score before using line, and tiktok is 5.9, while after joining the class through line and using tiktok, the score increases to 8.07. it is surprising to know that the students enjoy the class and improve their pronunciation skills. students' perspective to the utilization of line video call for teaching pronunciation using tiktok video it has been collected from teachers' insights and experiences toward utilizing line video call for teaching pronunciation using the tiktok video. thus, it is essential to confirm the students' perceptions of using the line video call for teaching pronunciation using the tiktok video. it has been collected from the students' representations; three students are involved in this current study. the first question is related to their perception of the use of line video call for teaching pronunciation using tiktok video whether it helps them or not. the students have a positive attitude toward utilizing line video call for teaching pronunciation using the tiktok video. they said that it is easy and funny to use it to increase their motivation to study english. besides, it could help them to improve their english-speaking skills. they reported that they are more interested in joining the class since the application is not dull. their statements are served below: student 1: tiktok and line video can teach speaking and pronouns in an easy and fun way. so it really helps to increase my learning motivation. student 2: learning english through tiktok and line video calls can improve my englishspeaking skills. student 3: it's fun, it helps my speaking skills and makes me more interested in learning english with tiktok and line because it's not boring. the positive perceptions could be seen through the benefits they obtained while implementing the line video call for teaching pronunciation using the tiktok video. there are several benefits gained by the students, such as they are less shy and more confident. they can study everywhere and anytime. they could be able to practice vocabulary and conversation with friends. it is also fun because lilis kartika dewi, yudhi arifani the utilization of line video call and tiktok video for teaching pronunciation in thailand 268 it gives them the confidence to make practice videos that the teacher sends. the proof could be realized as follows: student 1: i can practice by sending videos to the teacher, so it makes me less shy and more confident. be brave to practice communication and conversation with friends and family. student 2: i can study anywhere and anytime. after watching the video, there is a desire to practice speaking with the family. student 3: being able to practice vocabulary and conversation with friends, it's also fun because it gives you the confidence to make practice videos that are sent to the teacher. increase vocabulary and be able to know/practice the correct pronunciation of words. unless they perceive more benefits while implementing line video call for teaching pronunciation using tiktok video, they also got some problems while joining the online class. it covers technical and academic difficulties. for the technical challenges, they have an internet connection problem, so that they cannot join the course and get the materials. related to academic issues, they have much homework to do. thus, they feel that creating the video through tiktok takes much time. the shreds of evidence of students' responses could be revealed as follows: student 1: so a lot of homework from the teacher and takes a lot of time to do it. it takes a lot of time to record pronunciation practice assignments. student 2: internet connection and need special attention to understand the material. it must practice more often so that pronunciation and speaking are better so that there is more time to learn. student 3: unstable internet connection so that it interferes with concentration during learning. can't meet face to face in school with teachers, so have to be independent to understand the material on tiktok and line. because i prefer there is direct interaction at school with the teacher, if there are questions about material that are not clear, the teacher can immediately answer without any interference with my internet connection. overall, the students are interested and very excited to join the course because tiktok and line video calls help them learn english, especially their pronunciation. they got insight and knowledge to increase their vocabulary through a short video. they also can make use of tiktok as part of their media of learning english. besides, one of them reported that they could learn independently through line video calls because they have enthusiasm for learning by using tiktok. the responses from the students are listed below: student 1: this is my first-time learning english especially pronouns with tiktok and line video calls, and i'm very excited. student 2: very happy and excited because the teacher teaches a lot of english vocabulary and pronunciation. student 3: it is fun and helps me to be able to learn english at home independently, in the video there are also interesting pictures and songs that can increase my enthusiasm for learning. from the students' interview results, it could be summarized that the students showed their positive perception toward utilizing line video call for teaching pronunciation using the tiktok video. they said that it is easy and funny to use it to increase their motivation to study english. besides, it could help them to improve their english-speaking skills. they reported that they are more celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 269 interested in joining the class since the application is not dull. the students gain several benefits. they are less shy and more confident, they can study everywhere and anytime, and they could be able to practice vocabulary and conversation with friends. regarding the challenges, it covers the technical and academic problems. for the technical difficulties, they have an internet connection problem so that they cannot join the class and get the materials. related to academic difficulties, they have much homework to do. thus, they feel that creating the video through tiktok takes much time. nevertheless, the students are interested and very excited to join the course because tiktok and line video calls help them learn english, especially their pronunciation. discussion referring to the findings based on research questions, this recent study distinguishes two exciting points: teacher's insights and experiences toward utilizing line video call for teaching pronunciation using tiktok video and how the students perceive the utilization of line video call for teaching pronunciation using tiktok video. it includes the affordances and the challenges of teachers and students while implementing the applications for learning pronunciation. from the teacher's perspective, the use of line and tiktok is due to its popularity, and it is easy to apply in this current situation (xu, 2019). it is in line with the previous study done by zaitun et al. (2021) that the tiktok application makes it easier for the students and teachers to obtain information. the students are excited to use tiktok since they can learn english in a modern way. previous studies have also showed that a number of the efl learners alleged that the application of social media combined with short videos could aid advance their english communication competence acquisition through self-regulated learning mode with the widespread topics shared by english teachers (otchie & pedaste, 2020; xiong & zhou, 2018). in utilizing line video calls using tiktok, the teacher has several steps to follow, including opening, practicing together, practicing with friends, and presenting pronunciation with the teacher (individually). this step is in accordance the previous study done by xiuwen & razali (2021) who stated that teachers need to use at least three learning sessions to teach students how to use this popular online language learning tool and provide instructions on how to implement this teaching and learning plan. in addition, innovative teaching procedures are involved: introductions, watching authentic samples, and creating self-recorded videos. in this case, the first step is familiarization, where students are taught to get to know the tiktok language learning tool by watching some sample videos. the second step is to watch authentic samples. after grasping the basic skills of using tiktok tools and managing some samples, students must do their first task of making english recorded videos via tiktok. assignments consist of creating a short 30 to 60-second video, in which students can choose one topic they are interested in expressing in english via the tiktok platform. based on the findings, the teacher gains many benefits from implementing line video call for teaching pronunciation using tiktok video while implementing those steps. as reported by the teacher that implementing line video call by using tiktok video could students’ confidence in speaking skills (alyaari, 2013; zaitun lilis kartika dewi, yudhi arifani the utilization of line video call and tiktok video for teaching pronunciation in thailand 270 et al., 2021). apart from the benefits, the teacher also indicated several challenges while teaching the students via line and tiktok. in this case, the teacher is required to deal with the limited time to prepare the materials. this is in line with the study by hirschel (2021) that the teachers face several challenges during online classes including the effort to produce an effective materials and it takes much time to do that. besides, the teacher has difficulty controlling the online class (dennis, 2021; gufron & rosli, 2021). this finding is in in line with the study by lee & yin (2021) who reported that the chinese secondary teacher had the difficulty to make the students focus in online learning and engage with the technology. thus, she proposed that it should find another way to control the students in online classes. sometimes, a few students forgot about their assignments while others did not join the class with line due to some problems such as internet connection (gufron & rosli, 2021; johnson et al., 2016). another challenge is to make the students focus on the learning process. it correlates to the study done by kanoksilapatham (2021) reported that the students agreed that online learning was somehow helpful, and they were not under pressure to study online. however, upon closer inspection, their responses to the item regarding “online lessons keep their attention and keep them focused” clearly showed that online learning does not look as if to be successful, with the lowest average score of only 2.85. this finding seems to corroborate previous findings that most participants do not access all lessons online. even though the teacher faced many challenges, she was excited because the students were more confident and could improve their pronunciation. surprisingly, it is surprising to know that the students are enjoying the class and can improve their pronunciation skills (al arif, 2019). it has been discussed the teacher experiences of implementing line video calls using tiktok video. thus it is essential to deliberate the student's perception of the use of tiktok video in their classroom. the students have a positive attitude toward utilizing line video call for teaching pronunciation using the tiktok video. they said that it is easy and funny to use it to increase their motivation to study english (xu, 2019). besides, it could help them to improve their english-speaking skills. they reported that they are more interested to join the class since the application is not boring. these findings are in harmony with the previous studies done by al fadda (2020), sherine et al. (2020), and nurani & widiati (2021). they stated that popular social media applications such as instagram, whatsapp, and weblog make students are interested in learning english. they showed a positive attitude towards the utilization of these applications. the students gain several benefits, such as they are less shy and more confident (alyaari, 2013). besides, they can study everywhere and anytime using a mobile device to learn (gufron & rosli, 2021). in this case, they could practice vocabulary and conversation with friends, and it is also fun because it gives them the confidence to make practice videos that the teacher sends. unless they perceive more benefits while implementing the line video call for teaching pronunciation using the tiktok video, they also got some problems while joining the online class (dennis, 2021). it covers technical and academic issues. for the technical difficulties, they have an internet connection problem, so that they cannot join the class and get the materials clearly (efriana 2021, as cited in ardiyansah 2021; celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 271 johnson et al., 2016). related to academic difficulties, the students have many tasks to do in online classes. it is in line with the previous study done by budianto & arifani (2021) that students and teachers have burden with the high-volume of online tasks. thus, they feel that creating the video through tiktok takes much time. the students are interested and very excited to join the course because tiktok and line video calls help them learn english, especially their pronunciation. they got insight and knowledge to increase their vocabulary through a short video (zaitun et al., 2021). they also can make use of tiktok as part of their media of learning english. therefore, it could be summarized that english language learners showed their positive attitudes towards the utilization of tiktok in their learning process (haerazi et al., 2020; yunus et al., 2019). conclusion from the explorations above, two points could be highlighted based on the research questions—the first point related to the teacher's perceptions of utilizing line video calls using tiktok video. from the teacher's perspective, the benefits of implementing line video call using tiktok video are increasing their vocabulary and building self-confidence in speaking english. meanwhile, the problems are that the teacher has a lot of time to remind the students related to their assignment, it is difficult to make the students focus on the learning process. moreover, it takes a lot of time to the materials and creates the activity because it needs to edit the video and make it more attractive. nevertheless, even though the teacher faced many constraints, she was excited because the students were more confident and could improve their pronunciation. the second point is related to the student's perception; it is shown that they gain positive perception toward utilizing line video call for teaching pronunciation using tiktok video. for instance, they can increase their motivation and improve their pronunciation. they are more confident in speaking english. they are more interested in joining the class since the application is not boring, and they can study every time and everywhere. regarding the challenges, they have an internet connection problem and have much homework to do, so they feel that creating the video through tiktok takes much time. nevertheless, the students are interested and very excited to join the course because tiktok and line video calls help them learn english, especially their pronunciation. further study is highly recommended to explore other potential use of line video call using tiktok video in teaching other skills such as writing or speaking. it needs to include a more extensive subject of research to approve the possible use of this application as a forthcoming learning and teaching tool. references akter, m. z. 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(2021). tiktok as a media to enhancing the lilis kartika dewi, yudhi arifani the utilization of line video call and tiktok video for teaching pronunciation in thailand 274 speaking skills of efl student ’s. jurnal studi guru dan pembelajaran, 4(1), 89–94. 53 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index improving students’ speaking skills through clil in tourist guiding online class 1novitasari*, 1noverita wahyuningsih, 1hiqma nur agustina politeknik negeri malang, indonesia abstract tourist guiding is a compulsory subject that aims to prepare students to be a prospective tour guide (tg) with excellent english mastery, especially speaking. two-year observation showed that the students have the low ability in speaking skills. they did not speak fluently because they lacked knowledge and vocabulary in tourist guiding. this study was a classroom action research (car) which was carried out by implementing content and language integrated learning (clil), as a dual-educational approach that uses additional languages to learn and teach both content and language, in an online tourist guiding class. participated by 28 students, this research followed stages of car. additionally, pre-test and post-test were conducted to investigate students’ different performances before and after clil was implemented, while questionnaires were distributed to obtain the data about the students’ voices about clil implementation. the findings revealed that the quality of teaching and learning in the tourist guiding class improved after the implementation of clil. in addition, clil could enhance both students’ language skills (especially speaking) and tourist guiding competency. teachers should both understand the subject content very well and have a very good mastery of english so that clil can be implemented successfully. keywords: clil, speaking, tourist guiding abstrak tourist guiding merupakan mata kuliah wajib yang bertujuan untuk mempersiapkan mahasiswa menjadi calon pemandu wisata dengan penguasaan bahasa inggris yang sangat baik, terutama berbicara. observasi yang dilakukan selama 2 tahun di kelas menunjukkan bahwa mahasiswa mempunya kemampuan berbicara yang rendah dalam bahasa inggris. mereka tidak bisa berbicara dengan lancar karena kurangnya penguasaan pengetahuan dan kosa kata di bidang pemanduan wisata. penelitian tindakan kelas ini mengimplementasikan content and language integrated learning (clil), pembelajaran dengan fokus ganda yaitu pada pengetahuan dan bahasa, pada pada kelas tourist guiding dalam jaringan (daring). dengan melibatkan 28 mahasiswa, penelitian ini menggunakan pre-test dan post-test untuk mengetahui perbedaan hasil belajar sebelum dan sesudah penerapan clil. selanjutnya kuisioner dibagikan kepada mahasiswa untuk mngetahui kesan mahasiswa dengan implentasi clil. hasil penelitian ini menunjukkan bahwa penerapan clil dapat meningkatkan kualitas belajar mengajar di kelas tourist guiding. selain itu, hasil dari penelitian menunjukkan bahwa pendekatan clil dapat meningkatkan kemampuan bahasa mahasiswa (terutama berbicara) dan kompetensi pemanduan wisata. guru harus memahami konten dan menguasai bahasa inggris dengan sangat baik sehingga clil dapat diterapkan dengan sukses. kata kunci: clil, berbicara, pemanduan wisata e-issn: 2621-9158 p-issn:2356-0401 *correspondence: novitasari@polinema.ac.id submitted: 14 april 2022 approved: 21 june 2022 published: 27 june 2022 citation: novitasari, wahyuningsih, n., & agustina, h.n. (2021). improving students speaking skills through clil in tourist guiding online class. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 53-68. doi: 10.22219/celtic.v9i1.20903 novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 54 introduction the travel and tourism industry has become the most important sector of the world economy. the united nations world tourism organization (unwto) defines tourism as the activities of people who have been out of the normal environment for leisure, business, or other purposes and have not been there for over a year. tourism activities have contributed high income to the countries from money spent by visitors. stauberg (2011) stated that tourism is one of the fastest-growing industries in the world and is an important source of employment in both highincome and developing countries. hence, tourism must be taken seriously to produce high-qualified workers. many kinds of occupations or professions play an important part in the tourism industry, one of which is a tour guide (tg). ratminingsih et al. (2018) believed that the role of tgs in tourism cannot be separated. a tg is a person who is responsible to guide a tour and give some information about the tourist destinations to the visitors. according to kristiana et al. (2018), a tg is someone who has passed a professional examination certificate from an official tourism agency or institution and has an identification card or badge, allowing him/her to organize travel guidance and provide information about culture, natural resources, and the aspirations of life of residents of an area, either individually or in a group. a tg must be able to communicate and master the information in tourist attractions very well. with the development of international travel nowadays, english as an international language has become increasingly fundamental in the tourism industry to make a visit insightful and comfortable. the development of the tourism sector in indonesia should be accompanied by the development of tourism competencies, one of which is english proficiency for tourism practitioners (suprayogi & pranoto, 2020) having foreign language skills is an important requirement for tgs because they will often meet foreign tourists. all tourist guides should get ready and be prepared to increase tourists’ satisfaction. the experience of tourists must be enhanced by having qualified tourist guides. a good tg will establish a better interpretation of knowledge transfer to tourists so they will have an unforgettable experience. harpe and sevenhuysen (2018) affirmed that tourists desire an engaging experience both physically and intellectually. foreign languages that must be mastered by a tg are english and other languages that can help including chinese, japanese, and french. a tg can serve as a 'cultural broker,' bridging language hurdles and explaining local culture to curious visitors (holloway et al., 2009). rabotić (2010) also mentioned that the role of professional guides consists of two components: social and cultural mediation. tourist guides provide information and interpret the local heritage, vibrant culture, and socio-cultural identity of a destination and therefore represent cultural mediators. they also serve as intermediaries who give tourists access to tourist attractions and deliver information and knowledge about the destinations. therefore, lectures are expected to get the students ready to speak in english in the real world outside the classroom. it is the educators' job to enhance students to high-quality and suitable professionalism (sheldon & fesenmaier, 2015). the educational program and course should offer the necessary knowledge and allow more practices to establish celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 55 a high quality of prospective employees in the tourism industry. liu and schänzel (2019) mentioned that the tourism industry needs well-prepared workers. hence, universities have a significant role to prepare students to be ready to work in the future tourist guiding is one of the compulsory subjects at d3 english for translation and hospitality industry. the objective of this subject is to accommodate students with guiding skills and speaking skills so they will be good tourist guides for englishspeaking tourists. speaking is often considered the most important skill needed in the tourism and hospitality industry. having good speaking skills allows students to communicate effectively and it becomes an essential qualification in the tourism industry. saragih et al., (2022) stated that students must master good communication skills to be employable in the future. therefore, students' speaking skills are given much attention and portion. afrizal (2015) stated that students are required to be able to communicate effectively in a variety of circumstances in order to transmit information, thoughts, and feelings while also building social relationships. lumbangaol and mazali (2020) stated that mastering speaking skills are necessary because students will be able to communicate with others, deliver thoughts, exchange information, express their emotions, and give an opinion to other people. argonawan and ma’mun (2021) also state that students who have good speaking skills will be better at expressing and delivering information in the working field. despite its importance, the teaching of speaking has several challenges and the teaching of speaking tends to be involving activities such as only repetition of drills or memorization of dialogues. afrizal (2015) found that conventional teaching method like translating and memorizing conversation is still applied in speaking class so that students have low ability in speaking. the researcher also found some problems faced in tourist guiding class. based on the pre-test conducted in the tourist guiding class, the students got low scores. in addition, based on the observations conducted in tourist guiding classes in the past two years, the researchers found some issues related to the teaching process. many of the students have the low ability in speaking skills. they did not feel confident when they were asked to perform a guiding task in english. they did not speak fluently because they lack vocabulary and did not master some specific english terms in guiding. they also did not have enough knowledge about the (historical, cultural, and technical) contents of performing a tourist guide. teachers must prepare the students to be able to speak english very well in real situations. the students in tourist guiding class need a teaching approach that can accommodate them to learn language and subject area at the same time. hence, this study implemented clil to improve students’ speaking skills. clil is an educational approach with a dual-focus objective that has some particular features in which an extra language is used for learning and teaching. in using clil, the focus is on both content and language (mehisto et al., 2008). this clil approach concerns with two learning goals, namely content and language. mukminatien et al. (2020) also stated that clil allows students to study language while also learning their topic area expertise. it is believed that clil gives the students opportunity to learn content and language of the subject at the same time. novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 56 hanesova (2014) studied the development of critical and creative thinking skills in clil. she put forward the idea that clil courses might be a good opportunity for schools to implement effective, efficient, activating ways of learning which aim for the development of both critical and creative thinking skills in the context of a specific subject as well as of communicative language skills. based on her research, she emphasized that the idea of clil methodology focused on learners. integrating content knowledge as well as language skills are not merely an illusion but rather a feasible option for schools. coyle (2005) described clil as an educational strategy that uses various language-supportive methodologies which leads to a dual-focus form of instruction where both the language and the content are the centre point. this clil approach is concerned with three learning goals, namely content, language, and learning skills. by covering these three goals, one of the important benefits of clil is that clil can foster creative and critical thinking. hapsari (2016) believed that clil can be an innovative approach which integrates both language and content. clil gives advantage to develop students' higher order thinking skills (hots) and problemsolving ability which add to indonesian students' competitive values in the global market. for the students, teachers, and schools, the implementation of clil is beneficial (dale et al., 2012). there are advantages of implementing clil, such as increasing the students’ learning motivation, cognitive ability because their brains work harder, and communication skills. it also encourages whole school development and innovation as a result of the clil teachers’ enthusiasm to think and discuss learning, curriculum development, and materials. in this study, clil is applied to improve students' speaking skills in tourist guiding class by reinforcing content and language mastery. by having good mastery of content and speaking skills, students will be able to get jobs easily and can serve better in their working field, especially in the travel and tourism industry. method this research is a classroom action research (car), as burns (2009) argued that action research is a self-analytical, systematic, and evaluative approach to an enquiry by participants who are involved in the research community. it aims to identify the particular issue and is conducted to make changes. this research aims to improve students' speaking skills in tourist guiding class. the research setting was in d3 english for translation and hospitality industry especially in tourist guiding class from 15 february to 7 may 2021. the teaching process was done online because of the covid-19 pandemic. 28 participants of the research were the students of tourist guiding in class 2c. burns (2009) mentioned that car involves four stages; namely, planning, acting, observing, and reflecting. kemmis et al., (2014) stated that action research is a self-reflective spiral of cycles of planning, acting and observing, reflecting, and then replanning in a series of improvement cycles. this study also implemented four stages in a cycle which consist of planning, acting, observing, and reflecting. in the planning phase, the researchers analyzed the problem or situation and prepared an instrument to collect data. in the action step, the researchers planned the action to solve the problem. this step includes the preparation of the lesson plan, materials, celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 57 and method for teaching the students. additionally, this research used some techniques to obtain both qualitative and quantitative data. the techniques are: 1. conducting pre-test and post-test this research used tests to measure the students’ improvement in their speaking. the students were asked to perform their speaking skills in guiding. there were two types of tests used; a pre-test to find out students’ speaking ability before the implementation of the actions, and a post-test to measure their speaking skills improvement after the implementation. the results of the tests were evaluated by both the researchers and collaborator to propose the next action and draw the conclusion of the research. 2. observing the classroom the observation was carried out to observe and document the clil implantation of the action in the class. the objects of observing were all sequences of the implementation process including the situation in the class, the interaction between teacher and students, students’ activities and involvement, and the problems or obstacles found in the class. the collaborator as the observers also gave notes through an observation checklist and field notes. 3. distributing questionnaire the questionnaire was used to collect students' responses to the clil implementation. from the result of the questionnaire, the researchers evaluated the actions and drew conclusions. as the problems were already solved in one cycle, it was not necessary to conduct the next cycle. data of this research consist of quantitative and qualitative data. the quantitative data were obtained from the result of tests and close-ended questionnaire, while qualitative data were acquired from the result of observation and open-ended questionnaire. while the quantitative data were analyzed using statistic descriptive and presented in the percentage table, the qualitative data were analyzed using qualitative descriptive. for trustworthiness this research employed triangulation. triangulation means using two or more methods for collecting data to get a comprehensive understanding of the issue and increase the validity and credibility of research findings. the action is stopped after fulfilling the criteria of success. criteria of success are determined by whether the student succeeds or not. affective and cognitive aspects were used to determine the criteria of success in this study. 1) affective it is about 75% of students who are actively involved in learning. they are motivated to follow all the activities in the class. they also enjoy and give positive responses toward the implementation of clil 2) cognitive the students are able to improve their speaking skills. the mean score after implementing clil is at least 75 findings the data of this study were derived from tests result, observation checklist, field notes, and questionnaires result. the result of tests showed an improvement in the students' speaking skills in guiding. field notes and the observation checklist described students’ involvement and activities in the teaching and learning process. novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 58 the questionnaires’ results revealed the students’ positive perception after clil was implemented and also suggested positive impacts on students’ motivation in using clil. in implementing clil, the researchers also found the effectiveness of this approach in the classroom to improve speaking skills which can be seen from every stage of the cycle. the stages of ar cover planning, implementing the action, observing, and then reflecting on the action which can be described as follows. 1. planning in this stage, the instruments were prepared before implementing the action, such as lesson plans, the material used in implementing the action, supporting media, and also pre-test and post-test to measure the improvement of students’ skills in speaking performance. before clil was implemented, the researchers conducted a pre-test to find out to what extent students' mastery of materials that were taught. the students should perform as tgs, explaining about malang. there were 28 students who joined the pre-test. from the pre-test, the students’ mean score was 64.03. the following is the detailed score of the pre-test results. table 1. the result of pre-test no students content (30%) language (30%) delivery (30%) creativity (10%) total 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 s1 3 3 3 2 73 2 s2 3 3 3 3 75 3 s3 3 2 3 2 65 4 s4 2 3 3 2 65 5 s5 3 3 3 2 73 6 s6 3 3 2 3 68 7 s7 3 3 3 2 73 8 s8 3 3 3 2 73 9 s9 3 3 3 3 75 10 s10 3 3 3 3 75 11 s11 2 3 2 1 55 12 s12 2 2 2 2 50 13 s13 2 3 2 1 55 14 s14 3 3 3 3 75 15 s15 3 3 3 2 73 16 s16 2 2 2 2 50 17 s17 3 2 1 1 48 18 s18 2 3 3 2 65 19 s19 3 2 2 1 55 20 s20 2 3 3 2 65 21 s21 3 3 2 2 65 22 s22 3 2 2 2 58 23 s23 3 2 2 2 58 celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 59 24 s24 2 3 3 2 65 25 s25 2 3 3 2 65 26 s26 3 2 3 2 65 27 s27 3 2 2 2 58 28 s28 3 2 2 2 58 total score 1793 mean 64.03 mean = 1793 (total score of students) = 64.03 28 (total numbers of students) 2. acting the second stage was implementing the action. the researchers followed the series of action as planned in the lesson plan. in this stage, the researcher applied clil in teaching online tourist guiding class. this action stage involved the implementation of several clil activities in the teaching-learning process to support creative and critical thinking in clil. the activities include comparing, triggering, and role-playing. these three activities were adopted from mehisto et al., (2008). in each of those activities, the teacher tried to always make it more student centred, although there were some parts which required explanation and further instructions. the role of the teacher was as the facilitator to give more opportunities for students to perform their english-speaking skills. the students were expected to be actively involved in the teaching-learning. in the acting stage, each of the three activities was described further below, and each of them involved some aspects, such as the aims of the activity, the language focus of the lesson, and the procedures of the lesson. the procedures included three parts, namely; warm-up, steps, and follow up. comparing the aims of the lesson cover the aim regarding the content, the language, and the learning skills. regarding the language, the aim was to understand appropriate expressions and conjunctions used for welcoming visitors. in terms of content, the lesson aimed to know the essential components of welcoming tourists that a tour leader (tl) should remember. related to learning skills, the lesson aimed to compare and contrast, to identify similarities and differences of 3 (three) ways of welcoming tourists from 3 different video clips by using a checklist handout. the language focus of the comparing technique is (a) the use of conjunctions both...and… to express similarity and however and but to express contrast; (b) the use of some verbs that are commonly used by a tg or a tl in welcoming tourists; and (c) the introduction of some vocabulary which are related to welcoming tourists. some of those verbs and vocabulary include introducing bus crew, informing some reminders, making a headcount, pointing using the palm, mentioning rules and regulations, raising a flag, blowing a whistle, saying good wishes, etc. the procedures of implementing clil by using comparing activity comprises three parts: the warm-up, the steps, and the follow-up. in the warm-up, the students novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 60 were asked to fill in word bubbles with any words that come into their minds when they heard the word tour, and then explained the relationship of each of those particular words with the tour. meanwhile, the steps of the activities were as follows: a. the teacher provided a handout of the procedure in welcoming tourists in random order and then elicited students’ opinions about what the correct order could be. b. the teacher informed that the students were to watch 3 (three) different video clips and to observe the similarities and differences of the essential components of welcoming tourists that they could observe in the video clips. c. using the checklist provided in the handout, the students mentioned the similarities and differences. then, together with the students, the teachers discussed the correct answer to task 1. d. the students were asked to continue with task 2, observe non-verbal communication that a tl/tg used in the video clips, and compare among the three. then, together with the students, the teachers discussed the correct answer to task 2. as a follow-up, the teachers challenged the students to perform a short presentation by employing those nonverbal communications to support/compliment the verbal language. triggering triggering is something that sets off another thought or an event. the aims of the lesson cover the aim regarding the content, the language, and the learning skills. regarding the language, the aim was to understand appropriate expressions and adjectives used for describing a tourist attraction spot/object in a bus tour. in terms of content, the lesson aimed to know the important elements of describing a tourist attraction spot/object that a tg should mention in a bus tour. related to learning skills, the lesson aimed to describe a tourist attraction spot/object in a bus tour in an interesting way based on clues and triggers. moreover, the language focused of the lesson were (a) the use of adjectives to modify and strengthen information about a tourist attraction spot; and (b) the use of passive construction to describe a tourist attraction spot in a bus tour. some of the expressions were those such as: on the left, you can see... on your right, there is… we are now approaching... the procedures of the triggering were divided into three sessions: the warm-up, the steps, and the follow-up. in the warm-up, the teachers conducted a communication game namely dos and don’ts. the teachers mentioned a statement that was related to tips to be a good tg, and the students decided whether the statement was a do or a don’t. if it was a do, then the students were to raise their hands and shake them happily; whereas if it was a don’t, then the students were to shrug and turn their shoulders. meanwhile, the steps of the activities were as follows. celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 61 a. the teacher inductively discussed some characteristics that made a good tg according to the statements that were mentioned in the warm-up session. this was carried out by asking the students to recall and make a list of the characteristics. b. next, the teacher introduced some adjectives that were useful for describing a tourist attraction spot/object. the students were triggered to produce appropriate adjectives by using an initial letter of the adjective. c. the teacher provided a picture and some clues about a particular tourist attraction (in the world, and especially in malang). the clues could be some facts about the tourism spot/object. d. the students were asked to describe the tourist attraction spot/object based on the picture and clues as a trigger. as a follow-up, the students were asked to perform a pair work activity about describing a tourist spot in a bus tour. student a provided a clue, student b described the spot. role-playing roleplaying here refers to thinking like someone else and communicating and acting as that person would. the aims of the lesson cover the content, the language, and the learning skills. regarding the language, the aim was to understand polite expressions and imperatives used for transferring in. in terms of content, the lesson aimed to know the important procedures of transferring that a tg should remember. related to learning skills, the lesson aimed to play a simulation with the role of a tg doing a transfer-in from the airport to the hotel. the language focuses of the role-playing technique were (a) the use of transition signals in the tourist guiding presentation; and (b) the use of past tense in describing history or historical facts. the procedures of the role-playing were divided into three sessions: the warm-up, the steps, and the follow-up. in the warm-up, the teacher conducted a matching game, in which she mentioned a description of a particular term/vocabulary related to the airport, and the students guessed what the term was. the steps of the role-playing technique consisted of 3 parts at the start, during the tour, and at the end. at the start, the teacher asked the students to watch an example presentation of a tg in a video, then she asked them to play the role of a professional tg. the student as a tg firstly welcomed the passenger and introduced him/herself and the driver as well as the bus crew. then, he/she briefly explained the tour and some highlights. next, s/he made sure that all passengers were safe and comfortable. during the tour, the tg should do the following activities. he or she made a series of short talks simulating the transfer-in, from the airport until they arrived at the hotel. at the end of the tour, before the tg thanked the passengers and wished them a pleasant evening, he or she conducted a quick evaluation of the tour, asking the passengers things that they liked during the tour and things that they thought still needed to be improved. as a follow-up, the teacher asked the students to make peer evaluations and give constructive comments on their friends’ presentations as a tg. the students were then given a take-home assignment to make a video recording of them doing a novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 62 transfer-in from the airport to the hotel, by using the procedures that have been discussed. 3. observing the third stage of the ar was observing the action. observation data were collected using observation checklist. the collaborator observed students' and teachers' activities during the teaching and learning process when clil was implemented. then, she gave a score for students' activities while the students were having material from the teacher. the collaborator also gave a score of the teacher’s activities in managing the teaching and learning process. the result of the observation can be shown in the table below. table 2. students’ activity checklist no activities level 1 2 3 4 1. students pay attention to the teacher’s explanation v 3 2. students give responses to teacher questions v 4 3. students actively involved in the discussion v 4 4. students do their tasks based on the teacher’s instruction v 3 5. students present their speaking performance v 4 total score 18 mean 3.6 table 3. description of checklist valuation categories 1 very poor 2 poor 3 good 4 very good from the table, it can be seen that many students took good participation in the teaching and learning process. based on the result of the observation, they paid attention and gave a response to the teacher. they also did and presented the task based on the teacher's instruction. table 4. teacher’s activity checklist no activities level 1 2 3 4 1. the teacher gives warming up at the beginning of class v 4 2. the teacher encourages students to be actively involved in the learning process v 4 3. the teacher gives the instructions clearly v 4 4. the teacher manages the class very well v 3 5. the teacher summarizes the material at the end of class v 4 total score 19 mean 3.8 celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 63 table 5. description of checklist valuation categories 1 very poor 2 poor 3 good 4 very good from the table, it can be concluded that the teacher was good at delivering the material. she could encourage the students to be active and manage the class even though it was online. 4. reflecting in this phase, the researcher evaluated the actions and drew conclusions about what needed to do in the next cycle. the instruments used to collect information about the improvement were obtained from questionnaires and tests. the following is the result of the questionnaire distributed after the implementation. table 6. the result of the questionnaire no statements percentage (%) 1 2 3 4 5 1. i enjoyed the lesson about transfer in and transfer out 6.3 21.9 71.9 2. i was given adequate time and opportunities to sharpen my observing/observation skills 3.1 25 71.9 3. i was given the chance to work and collaborate with other students 9.4 15.6 75 4. i was allowed to take active participation in the learning process 6.3 25 68.8 5. i can improve my (english) language for tourist guiding after attending the lesson 6.3 18.8 75 6. i can improve my knowledge of tourist guiding procedure after attending the lesson 15.6 84.4 7. i learn new skills after attending the lesson 3.1 18.8 78.1 table 7. description of questionnaire valuation categories 1 very disagree 2 disagree 3 neither agree nor disagree 4 agree 5 very agree from the table, it can be seen that most of the students enjoyed the lesson, were actively involved in the teaching process, and gained knowledge and skills in guiding. the researcher also got some feedback from open-ended questionnaire about students' attitudes toward the implementation of clil. most of them gave a positive attitude when clil was implemented in the tourist guiding class. these are some of the students' feedback: “i enjoy the lesson about transfer in and transfer out” (s1) “i like all of the things in this lesson today” (s2) “i like the media and topic today. also, ms. ririet telling us about the experienced that makes us inspired when she in japan and singapore” (s3) novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 64 “so far so good, there’s nothing that i don’t like because i really enjoy the lesson today because i got lots of new things” (s4) from the result of the questionnaire, it can be concluded that most students were satisfied with the material given by the teacher. they enjoyed the lesson and felt that their english and knowledge improved after attending the lesson. the researcher also used tests to measure the improvement in students' speaking skills performance after implementing clil. the result of the student's score can be seen below: table 8. the result of post-test no students content (30%) language (30%) delivery (30%) creativity (10%) total 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 s1 4 3 3 3 83 2 s2 4 3 4 4 93 3 s3 4 2 3 3 75 4 s4 3 3 4 3 83 5 s5 4 3 3 3 83 6 s6 4 3 2 3 75 7 s7 4 4 3 3 90 8 s8 4 3 3 3 83 9 s9 4 3 4 4 93 10 s10 4 4 3 4 93 11 s11 3 3 3 2 73 12 s12 3 3 3 2 73 13 s13 3 3 2 3 68 14 s14 3 4 4 3 90 15 s15 4 3 3 3 83 16 s16 2 2 2 3 53 17 s17 3 2 3 3 68 18 s18 2 3 3 3 68 19 s19 3 3 3 3 75 20 s20 2 3 3 3 68 21 s21 3 3 3 3 75 22 s22 3 3 3 2 73 23 s23 3 2 3 2 65 24 s24 2 3 3 2 65 25 s25 4 3 3 2 80 26 s26 3 2 3 3 68 27 s27 4 2 2 2 65 28 s28 3 3 3 3 75 total score 2128 mean 76 celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 65 mean = 2128 (total score of students) = 76 28 (total numbers of students) based on the result of the post-test in the cycle, it is clear that the mean of students’ score is 76 so it has improved compared to the result of the pre-test which has the mean score of only 64. therefore, from the analysis of students' test result in the cycle, it can be said that the mean score was better than the previous one. there was an improvement in the cycle. the researchers concluded that the problems have been solved by using clil in one cycle so that it is not necessary to conduct the next cycle. the principle of car is to take "therapeutic" actions on the result of the initial reflection that is considered "sick". the action starts from planning, implementation, and reflection (which in car is called a "cycle"). if once treatment has produced good results in accordance with the target, the next cycle is not required as burns (2010) stated that when action researchers are satisfied with the result, they can decide to stop. therefore, the cycle in this study can be stopped in one cycle because it has already met the criteria of success. discussion after analyzing the whole research findings, it is clear that clil is very significant for teaching speaking. moreover, the students’ speaking skills have improved by implementing this approach. they were confident, actively involved, and also enthusiastic in the teaching process. delliou and zafiri (2016) conducted action research on developing the speaking skills of students through clil. the findings of their research indicated a positive impact of clil on the development of the speaking skills of the students. the components of the speaking skills that they observed and showed improvement were on pronunciation and intonation, lexical range and choice of words, grammatical accuracy, fluency, use of communication strategies, as well as cohesion, and coherence. moreover, they also found that the students revealed a positive attitude towards clil, namely the tasks, the lessons, and the learning of both language and subject contents. this current study, which implemented clil in an online tourist guiding class, is in line with those findings. the implementation of clil could improve students' speaking skills in tourist guiding class. alasgarova (2018) also conducted action research on implementing clil in history class. the findings showed the same results; the students were more engaged, active, and motivated during the classes with clil strategies. lecture-like presentations notably reduced the active mental involvement of the students. the implementation of clil techniques can have a positive influence on the comprehension of the content as well as reinforce students’ participation in class activities. ratminingsih et al., (2018) mentioned that based on their need analysis study, tgs need more contextual-based training materials to improve their englishspeaking skills. training materials that were provided within a context would be meaningful when what they have learned was able to be used in real situations. in this current study, such aspects were also put into consideration and it was found that when the materials of tourist guiding topics were presented in a clear context, novitasari, noverita wahyuningsih, hiqma nur agustina improving students’ speaking skills through clil in tourist guiding online class 66 the students found it useful, could understand better, and thus felt motivated in learning. argonawan and ma’mun (2021) reported their experience in training for tgs by using communicative games to improve tgs’ speaking skills. although the current study did not emphasize the use of communication games, their study also underlined the importance of communicativeness in the training/teaching speaking likewise in online tourist guiding class. straková et al., (2014) also studied the development of critical and creative thinking skills in clil. she put forward the idea that clil courses might be a good opportunity for education institutions to apply effective, efficient, activating ways of learning which have the goal to develop both students’ critical and creative thinking skills in the context of a specific subject area as well as of communicative language skills. based on her research, she emphasized that the idea of clil methodology focused on learners, combining the knowledge of content and skills as well as language skills. hapsari (2016) revealed the challenge of communication and cognition aspects of clil in indonesia. she mentioned several challenges for clil teachers in delivering the content subject in english and it is likewise the teacher’s experience in implementing clil in the current study. she also found some challenges in teaching esp due to a lack of pedagogy content knowledge. lo (2020) stated it is critical in assisting clil instructors to recognize and accept their role in teaching both subject and language. for instance, clil topic subject specialists must be aware of the need of incorporating language education into their content classes. hence, clil should be supported by offering appropriate bilingual education for instructors who will be teaching international standard courses, as well as conducting educational linguistic research that assesses students' affordance to english. to implement clil successfully, teachers should both understand the subject content very well and have a very good mastery of english. clil instructors are accountable not only for ensuring that their students understand the desired topic knowledge but also for assisting them in communicating that information in a subject-specific language in an l2. such implications also apply in the case of teaching speaking in online tourist guiding class. the teachers should not only have excellent mastery of english as the medium of teaching but also have a very good knowledge and understanding of the subject content in tourist guiding class. therefore, a teacher professional development such as a workshop or bnsp certification on schemes related to tourist guiding is strongly recommended for the clil teachers. conclusion students’ speaking skills through clil in tourist guiding online class are really useful to apply in this field cause it attracts students to learn tourist guiding even if not in the real practice. the students got motivated and also enjoyed using clil. moreover, their spirit to develop their ability and skills to know more about tourist guiding aspects was successfully established. the teachers as role models also need to learn more about clil before teaching and giving the material to the students. they have to integrate the duties of content and l2 teachers and should ideally be knowledgeable in both fields. celtic: a journal of culture, english language teaching, literature and linguistics vol. x, no. x, june 2021 http://ejournal.umm.ac.id/index.php/celtic/index 67 furthermore, the teachers need to have professional development such as workshops or bnsp certification related to tourist guiding. these capabilities will influence the way they are teaching using clil in the class. as an implication, in order to have a successful implementation of clil in the tourist guiding online class, teachers are expected to have mastery of both the english language and the content of tourist guiding. furthermore, clil is also recommended to be implemented in the teaching of other subjects, and more research on that are also recommended to be carried out. acknowledgement this research was supported by a dipa research grant, state polytechnic of malang. references afrizal, m. 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(2020). virtual tourism exhibition activity in english for tourism class: students’ perspectives. celtic: a journal of culture, english language teaching, literature and linguistics, 7(2), 199–207. https://doi.org/10.22219/celtic.v7i2.14064 274 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index the effect of quizlet live mode on students’ vocabulary mastery in procedure text azman zakaria*, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni universitas tanjungpura, indonesia* abstract this study aimed to investigate whether using quizlet live mode in quizlet application for ninth-grade students of smpn 4 sambas affected the students’ vocabulary mastery in procedure text. this study followed preexperimental study using a pre-test and post-test with a single group design. the sample was ix c class students, consisting of 28 students that were taken through random cluster sampling. the analysis was carried out using both the preand post-test data, which were then analyzed using the t-test and effect size formulas. the finding showed that the t-test result was 16,36 and the t-table with a degree of freedom (df) 27 and a significance level of 0.05 was 2.052. this data showed that the t-test was higher than the t-table (16,36˃2.052). it demonstrated that the alternative hypothesis was accepted and the null hypothesis was declined. in addition, the treatment's effect size score was 2.83, which was regarded as a strong effect. referring to the study's findings, it can be inferred that the utilization of quizlet's live mode had a considerable effect on the students' vocabulary mastery in procedure text. keywords: live mode; procedure text; quizlet application; vocabulary mastery abstrak tujuan utama dari studi penelitian ini adalah untuk menyelidiki apakah penggunaan mode quizlet live pada aplikasi quizlet untuk siswa kelas sembilan smpn 4 sambas mempengaruhi penguasaan kosakata siswa dalam teks prosedur. penelitian ini menggunakan penelitian praeksperimen dengan desain pre-test dan post-test kelompok tunggal. sampelnya adalah siswa kelas ix c yang terdiri dari 28 siswa yang dipilih menggunakan teknik kluster random sampling. analisis dilakukan dengan memanfaatkan hasil perolehan data dari pre-test dan post-test, yang kemudian dianalisa dengan menggunakan rumus uji-t dan ukuran efek. temuan dari hasil studi menunjukkan bahwa hasil uji-t adalah 16,36 dan t-tabel dengan besaran derajat kebebasan (df) 27 dan taraf signifikansi 0,05 adalah 2,052. data ini memaparkan bahwa nilai dari uji-t lebih besar dari nilai t-tabel (16,36˃2.052). hasil ini memperlihatkan bahwa hipotesis alternatif penelitian ini dapat diterima dan hipotesis nol nya ditolak. hasil penelitian juga mengungkapkan bahwa skor ukuran efek perlakuan adalah 2,83 dan dikategorikan sebagai efek yang kuat. berdasarkan temuan dari studi penelitian ini, dapat dinyatakan bahwa pemanfaatan mode quizlet live memiliki dampak pengaruh yang kuat terhadap penguasaan kosakata siswa didalam teks prosedur. kata kunci: aplikasi quizlet; mode live; penguasaan kosakata; teks prosedur e-issn: 2621-9158 p-issn:2356-0401 *correspondence: azmanzakaria2408@gmail.com submitted: 27 november 2022 approved: 22 december 2022 published: 31 december 2022 citation: zakaria, a., ikhsanudin, i., rahmani, e. f., suhartono, l., & sumarni, s. (2022). the effect of quizlet live mode on students’ vocabulary mastery in procedure text. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2), 274-289. .doi: 10.22219/celtic.v9i2.22657 mailto:azmanzakaria2408@gmail.com celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 275 introduction english has indeed been regarded as the first global language that is widely used on a worldwide scale. it has been used in all sectors of our lives, starting from politics, economics, law, industry, and even education. it is utilized internationally as the major instrument to facilitate people for communication purposes (saraswati et al., 2021). it has become a must for people to master english to be able to help them in mastering diverse types of knowledge in this current era. therefore, english has become an important language that must be taught to students in the classroom. in the indonesian context, english is not used as a second language but rather as a foreign language. people only use english in the classroom rather than using it in their daily activities; as a result, their english proficiency is low (boy jon et al., 2021). according to a survey on english proficiency index (epi) carried out in 2021 by education first (ef), indonesia ranks 80th among 112 countries around the globe (education first, 2021). it shows that the level of english proficiency in indonesia is shallow. yosintha (2020) also argues that indonesian students' english proficiency is low. hence, it becomes essential for teachers to be able to make their students master english. to make students master english, students need to learn and master language skills. students must demonstrate a good ability in listening, speaking, reading, and writing. before being instructed in those four skills, students must be introduced to some basic language components, such as grammar, vocabulary, pronunciation, structure, and spelling (berliani & katemba, 2021). however, the students must master vocabulary first since it is essential for language learning. teaching a language without words is complex since almost all human interaction depends on words (susanto, 2017). learning a language will be difficult if the learners do not study vocabulary (berliani & katemba, 2021). moreover, vocabulary is crucial to help the students to develop their language skills. it is in line with setiawan and wiedarti (2020), who argue that having sufficient vocabulary knowledge will help students comprehend a text and convey their idea clearly without miscommunication. alqahtani (2015) further asserts that vocabulary significantly contributes to all language skills. therefore, it emphasizes that students should first acquire vocabulary to assist them in developing their language skills(berliani & katemba, 2021). however, a limited english vocabulary becomes one of the crucial issues efl students face in learning english. according to chemir and kitila (2022), vocabulary acquisition is often a significant challenge for efl learners in acquiring english as a foreign language. it is in line with asyiah (2017), who states that in a country that learned english as a foreign language, teaching english often faces difficulties and challenges due to the lack of students' vocabulary. this problem leads the students to have difficulties comprehending a text. consequently, many students do not know what the text they read is about. moreover, hibatullah (2019) also argues that the problem of international efl students learning english is indeed limited in english vocabulary. it impacts their communication in the target language, in which most students cannot communicate azman zakaria, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni the effect of quizlet live mode on students’ vocabulary mastery in procedure text 276 their opinion. he further mentions that it happens because of students' bad attitudes toward learning english. as a result, there are a lot of challenges the students face. a similar problem also happened to the ninth-grade students of smpn 4 sambas. most of the students still have limited english vocabulary. it can be seen from the researcher's observation doing the teaching practice in that class. when the researcher asked the students to mention the ingredient's name in the teaching procedure text, they mostly did not know the name of the ingredients in english. they tended to mention the ingredients in bahasa instead of english. furthermore, most of the students also seemed to be passive during the class and shy to answer the questions. hence, the teacher must pay attention to this problem since the teachers are responsible for introducing the students to several new vocabularies (setiawan & wiedarti, 2020). therefore, the researcher assumed that the student's vocabulary in this class needs to be enriched interestingly. since the procedure text is one of the texts that should be learned and produced by the students, the researcher decided to focus on enriching the student's vocabulary in this text. based on the basic competence of english lessons for ninth graders in the 2013 curriculum, students are required to be able to produce written and spoken procedural texts in the form of recipes, instructions, and manuals (kemendikbud, 2013). this text includes objectives, ingredients, tools, and steps of the text (widuri, 2019). in addition, students ought to be able to write lists of nouns in the form of materials or ingredients and action verbs for writing the steps (prihatna & nugroho, 2015). therefore, the researcher only focused on teaching nouns and action verbs that students need in making procedure texts. to assist students in learning vocabulary, teachers need to discover innovative and engaging ways of teaching. one of the ways is by incorporating technology such as mobile phones or smartphones into the classroom, known as mobile assisted language learning (mall). mobile phones can be a good way since most students nowadays are experts with this technology. it is a helpful tool for supporting language teaching inside and outside the classroom (alhadiah, 2020). moreover, adopting mall in a classroom can create enjoyable learning activities, real-time interaction, and contextual learning opportunities to support students to adapt quickly to the learning activity (mortazavi et al., 2021). the varied activities in mall are responsible for engaging students in learning activities and stimulating their motivation in language learning (saraswati et al., 2021). in addition, the integration of mall can effectively enhance learners' vocabulary acquisition and learning experience for students with different levels of english proficiency since it can provide a lot of new activities that can be adapted to the students’ characteristics (ahmad et al., 2017). therefore, integrating mall into the learning process must be adopted to create a new learning environment and make the teaching and learning process more enjoyable and effective. there are a lot of realizations of mall in vocabulary learning. one of the most popular tools of mall to learn vocabulary is quizlet application. according to setiawan and putro (2021), quizlet is an online flashcard platform that provides students with visual flashcards that can be accessed on mobile devices to effortlessly recall the meanings of words. a quizlet application is viewed as being one of the most effective tools for studying english vocabulary using online flashcards celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 277 (hikmah, 2019). this application provides other features that can support students in learning vocabulary, like learn, write, spell, test, match, gravity, and live modes (anjaniputra & salsabila, 2018). nation (2013) argues that flashcards allow students to instantly understand the interconnections between the form and word's meaning. it means that the use of flashcards in this application can be a way to help the students study the form of words and their meaning simultaneously. setiawan and wiedarti (2020) found that using the quizlet application effectively improved the students' motivation to learn vocabulary rather than not using it. this finding showed that quizlet positively affects students' vocabulary learning. hence, the researchers believed that using quizlet application for vocabulary learning could positively affect students' vocabulary. some previous research has evaluated the implementation of quizlet application as a vocabulary-learning tool. the first study is a research conducted by karlina (2019), which examined the implementation of quizlet as a medium for increasing students' vocabulary using flashcards, tests, and gravity. the result showed a significant improvement in students' scores after using quizlet application with those modes. the second study was conducted by setiawan and wiedarti (2020), which examined the use of quizlet application toward students' motivation and vocabulary acquisition through flashcards, match and test modes. the result revealed that quizlet was effective in improving students' motivation and students' vocabulary achievement. the last research is a study conducted by sanosi (2018), which aimed to examine the effect of quizlet application on students' vocabulary acquisition using learn, flashcards, gravity, and live, write, test, and match modes. the finding showed that the improvement in students' vocabulary acquisition was significant. these studies showed that quizlet application was effective in increasing students' motivation and students' vocabulary. the last study is research conducted by muthumaniraja (2020) which aimed to know the effectiveness of quizlet live compared to the traditional method of reviewing vocabulary. this study was conducted classroom method with a questionnaire as the research instrument. this study revealed that quizlet live, one of the technological tools, can generate greater student engagement than the traditional one. the four previous research above revealed that quizlet application positively affected students' motivation and vocabulary improvement. however, those studies have differences from this current research in terms of their method and purpose. most of the studies used above primarily used classroom action research and examined the use of quizlet using several kinds of modes. in this current study, the researcher relied on pre-experimental research that examined the effect of one particular mode, namely live mode, on students' vocabulary mastery. although the study from muthumaniraja (2020) also studied the effectiveness of live mode, this study did not apply statistical analysis to analyze the effect of quizlet live mode on students' vocabulary acquisition. therefore, pre-experimental research with statistical measurement to determine the effect precisely needed to be conducted. moreover, quizlet live mode's latest version has complete vocabulary learning activities. the students can learn vocabulary, play collaborative games, answer azman zakaria, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni the effect of quizlet live mode on students’ vocabulary mastery in procedure text 278 quizzes, and review vocabulary. according to wolff (2016), quizlet live can develop the students' vocabulary since it creates a new environment and provides collaborative learning activities. collaborative learning is responsible for creating a big chance for every student to learn together and assist each other in comprehending the lesson (al-ahdal & alharbi, 2021). hence, every student, both lower and high-level learners, can support each other to understand the words together. it is similar to al-malki (2020), who reported that collaborative learning in live mode made their students enthusiastic about learning together and able to rapidly expand their vocabulary. therefore, this learning activity is responsible for creating a support system in transferring knowledge to each other to achieve successful learning (al-ahdal & alharbi, 2021). besides, quizlet's live mode is also integrated with the competitive game. in classical live and checkpoint activities, the students have to compete with each other in groups or individually to win the game as quickly as possible (sanosi, 2018). this kind of activity stimulates students' engagement in learning (anjaniputra & salsabila, 2018; muthumaniraja, 2020). moreover, they will try hard to understand and memorize the words to win the game repeatedly (al-malki, 2020). moreover, at the end of the game, there is a reviewing vocabulary activity that aims to evaluate which vocabulary they had been mastered or not yet (wolff, 2016). hence, this attractive game, equipped with reviewing activity, can create long-term memory when the students play the game to learn vocabulary (al-malki, 2020; anjaniputra & salsabila, 2018; muthumaniraja, 2020). with these complete activities for learning vocabulary, the researcher assumed that the specific study to examine the effectiveness of this mode with the new activities needed to be investigated. hence, the researcher sought to investigate whether using quizlet live mode significantly affected students' vocabulary mastery. because of the problem faced by students and realizing the complete activity in live mode, the researcher was interested in investigating the effect of live mode in quizlet application on students' vocabulary mastery in procedure text. the researchers opted to utilize a pre-experimental method with one group preand post-tests to examine the statistical impact of live mode in the quizlet application on students' vocabulary mastery. therefore, this study attempted to address the following questions: (1) does the use of live mode in quizlet application for ninthgrade students of smpn 4 sambas affect students' vocabulary mastery in the procedural text? (2) if it does, how strong is the effect of using live mode in quizlet application on students' vocabulary mastery in the procedural text? the result of this study hopefully could give reasonable consideration to selecting live mode in quizlet application for learning vocabulary in the classroom. method an experimental research design was employed to examine the treatment given in this study. according to creswell (2014), experimental research aims to investigate whether or not a given treatment affects a particular outcome. in this research, the researcher aimed to determine whether the quizlet live mode treatment influenced students' vocabulary. hence, the most appropriate design for examining this treatment was through experimental research. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 279 according to ary et al. (2012), there are lots of types of experimental design, particularly pre-experimental design, true experimental design, factorial design, and quasi-experimental design. pre-experimental research design was employed in this study since the researcher attempted to examine the influence of the independent variable on the dependent variable without considering other factors that affect students' vocabulary beyond the classroom. it meant that the researcher only aimed to focus on examining the effect of quizlet live mode on students' vocabulary. therefore, pre-experimental research was needed to be used for this study. however, this study employed a pre-test and post-test design with a single group. there were two major reasons why the researcher adopted this particular design. the first reason was that the researcher focused on investigating the effect of the treatment on the students' vocabulary in one class only. the second reason was that the researcher sought to analyze the difference properly among students' test results both before and after the treatment was applied. through the pre-test and post-test, the researcher needed to determine the students' basic english vocabulary and their final vocabulary, respectively. thus, the researcher could analyze the impact of the treatment on students’ vocabulary acquisition using these tests. research population and sample the population of this study included all ninth-grade students enrolled in smpn 4 sambas in the first semester of the 2021/2022 academic year. the total number of students was 115, which was divided into four classes: ix a, ix b, ix c, and ix d. random cluster sampling was applied to determine the sample of the study. according to ary et al. (2012), if the population is too large and it is not easy to get a list of all member names, it is preferable to study and take the samples naturally in a cluster, known as random cluster sampling. in taking the sample, the sample selected is not an individual but a group of individuals who naturally come together (ary et al., 2012). hence, the researcher merely selected one group and took all the group members as the study sample. the name of clusters was written down on the rolls of paper, each paper was named based on the class name, and then they were selected randomly. the result was that the ix c class was selected as the sample. hence, the sample was all ix c students, consisting of 28 students. technique and tool of data collection measurement techniques were employed to determine the impact of treatments on the result of students’ test scores. according to blerkom (2009), measurement is a process of giving a valuable number to the subjects based on the degree representing their quality. it meant that measurement needed to be done to know the quality of students' vocabulary mastery of a system of numbers. the measurement was based on the results of the pre-test and post-tests administered to the students. the test instrument was a vocabulary test composed of a pre-test and a posttest. the test questions focused on the list of nouns or ingredients and action verbs included in the procedural text. the test was divided into two types of questions: multiple choice questions and completions. the number of tests was 35 questions azman zakaria, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni the effect of quizlet live mode on students’ vocabulary mastery in procedure text 280 that consisted of twenty-five multiple choice questions and ten completing sentences questions. for the multiple-choice questions, the students were asked to find the best answer that was appropriate to the context of the sentences. in completing sentence questions, students were asked to fill in the gap using appropriate action verbs in a sentence. the students were given forty-five minutes to do both tests. before administering the treatment, the researcher conducted a tryout to ensure the quality of both tests. it was intended to examine the tests' validity, level of difficulty, discriminating power, and reliability. validity validity of an instrument is required for a test to examine precisely what it sets out to measure. according to cohen et al. (2007), validity is the quality of an instrument to measure its intended goals. content validity was employed by the researcher to validate the instrument. the purpose of content validity was to determine whether or not the instrument utilized was relevant to the topic's domain. to ensure that the content was relevant to the topic learned by students, the researchers formulated the instrument based on the specification table below: to validate whether the instrument had fulfilled the requirement of the excellent test or not, the researcher administered a content validation sheet to the three english teachers who are currently the teachers of the target school for more than 10 years. the content of the validation sheet was adapted from basuki and hariyanto (2015), which consisted of the content, construction, and linguistic aspects. the researcher revised the instrument based on the feedback from the teachers who acted as the validators of the instrument. based on the content validation sheet results, all the teachers agreed that the test items fulfilled the requirement of good items in terms of content, construction, and linguistics aspects. however, the first expert (t1) gave a note on the linguistic aspect, which suggested the researcher to revised the option in the post-test to use systematical and consistent alphabetical order and to use several consistent full stops in the gap of completing sentence questions. the second expert (t2) also suggested selecting one option and removing the similar possible answer for question 11 to prevent multiple answers on the item test. the researcher revised the instruments based on the suggestions above. to conclude, the researcher assumed that the instrument had already been valid since the test items were formulated based on the appropriate content in the specifications table and fulfilled the criteria of good items based on expert judgment. it was because the fundamental characteristic of content validity is primarily the result of logical analysis or evaluation by the content experts that evaluate whether the test had accurately represented the content of the test and good items or not (ary et al., 2012). table 1. table of specifications vocabulary number total number noun 1, 3, 4, 5, 6, 7, 8, 9, 13, 17, 20, 23, 12 verb 2,10, 11, 12, 14, 15, 16, 18, 19, 21, 22, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35 23 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 281 level of difficulty a test item can be considered a good item if the difficulty of the question is neither too easy nor too difficult. according to blerkom (2009), a moderately difficult item might be regarded as the best item since it can distinguish between the students who have been well prepared for tests and those who are not. however, both easy and difficult items need to be integrated. brown (2004) stated that the primary goal of easy items is to produce a sense of accomplishment in lowerperforming students and to act as a starting exercise, but very hard items may be a task for the high-performing students to keep completing the test items. the level of difficulty was analyzed using the level of difficulty formula as suggested by gronlund (1993): p=b/t descriptions: p : level of difficulty b : the total number of students who correctly respond to the item. t : the entire student participated in the test. the classification of the level of difficulty of each item was based on these criteria: table 2. level of difficulty (gronlund, 1993) referring to the result of the difficulty level of pre-test, there were six items categorized as easy (e), 23 items categorized as moderate (m), and six items classified as difficult (d). besides, the post-test analysis demonstrated differences in test items classified as easy, moderate, and difficult. in post-test, there were five items identified as easy (e), 23 items categorized as moderate (m), and eight items categorized as difficult (d). both analyses showed that no item had a level of difficulty under 0,3. hence, it could be inferred that no item needed to be revised regarding its difficulty. discriminating power test items must be capable of distinguishing between learners who have been properly prepared for testing and those who are not. to analyze the quality level of test items in differentiating the students who have good and bad scores, a discriminating power analysis needs to be conducted. the researcher used the formula proposed by gronlund (1993) as follows: dp = hg − lg 1 2 n descriptions: dp : discriminating power azman zakaria, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni the effect of quizlet live mode on students’ vocabulary mastery in procedure text 282 hg : upper group lg : lower group ½ n : half of the students in the upper and lower group the classification of the level of discriminating power of each item was based on these criteria: table 3. item qualification (gronlund, 1993) based on the data of discriminating power of pre-test, six items had sufficient quality (s), 24 items had good quality (g), and 5 had excellent quality (e). besides, through the analysis and interpretation of data of the post-test, it could be found that there are nine items had sufficient quality (s), 20 items were categorized as good quality (g), and six items had excellent quality (e). both analyses showed that no item had a level of difficulty under 0,20. hence, it could be concluded that no item had poor quality (needed to be revised) in differentiating the students’ scores in the high and lower groups. reliability a reliable test should be consistent in producing a similar result. blerkom (2009) states that reliability is the consistency of an instrument to measure specific characteristics to produce a similar result. it is essential to measure the reliability of an instrument. to understand exactly the reliability of the test, the researcher employed a formula from kuder richardson (kr21). the formula is stated as follows: 𝐾𝑟21 = ( 𝐾 𝐾 − 1 ) (1 − 𝑀 (𝐾 − 𝑀) 𝐾 (𝑆𝐷)2 ) (ary et al., 2012) where: kr 21 : reliability coefficient of the instrument. k : the number of test items. m : the average test score. sd : the standard deviation of the test score. the standard deviation of the instruments was calculated using the formula from ary et al. (2012, p.191). the formula is as follows: 𝑆𝐷 = √∑𝑥 2 − [ (∑𝑥)2 𝑁 ] 𝑁 − 1 where: sd : standard deviation of the test scores n : number of students ∑x2 : total amount of the squared ∑x : total amount of the scores celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 283 the classification of the reliability of each of the tests was based on these criteria: table 4 reliability coefficient of the test score (cohen et al., 2007, p. 506) referring to the result of reliability for pre-test and post-test, the pre-test's reliability level was 0,79, and the post-test was 0,75. as stated by cohen et al. (2007), the reliability of the test in the range of 0.70-0.79 can be categorized as “reliable”. therefore, it may be concluded that the items were reliable and can be applied to measure the student's vocabulary mastery in procedure text. data analysis the data collected were analyzed and examined through a number of process steps. the first step is to provide the score on both students' tests; the second step is to calculate the mean score of the tests; the third step is to determine the mean difference between the result of pre-test and post-test; the fourth stage is to determine the value of t-test and t-table; the fifth step is to examine the hypothesis by comparing t-test and t-table, the final step is to examine the size of the effect of the treatment. the t-test and effect size formulas were taken from ary et al. (2012). the first research question was answered from the result of hypothesis testing with the criteria "ha is accepted if t-test value is higher than t-table (t-test> t-table) and ha is rejected if t-test is lower than t-table (t-test< t-table). in the end, the effect of the treatment was analyzed through the effect size formula to investigate how strong the effect of the treatment was on students' vocabulary mastery of procedure text. findings the result of students’ mean scores for pre-test and post-test regarding the pre and post-test scores of students in class ix c, the total score achieved in the pre-test was 1774 and in the post-test was 2242. to get the test mean score, the researcher divided the data by 28, or the number of students who participated in the research. based on the computation of the mean score, it was obtained that the average pre-test score was 62.29, while the post-test was 80.08. based on the mean score classification, the student's scores on the pre-test were categorized as "average to good," while the post-test mean score was categorized as "good to excellent." the mean difference between pre-test and post-test was also significant; the mean difference was 17,79. this data demonstrated that the students' scores had an enhancement from the pre-test to the post-test. azman zakaria, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni the effect of quizlet live mode on students’ vocabulary mastery in procedure text 284 the result of t-test the analysis of the t-test on the students' scores was obtained using the ttest formula. however, to calculate the t-test, the researcher should calculate the different scores squared, then summed (d2), and the difference scores summed then squared (∑d2). based on the calculation, it was found that the score of different scores squared, then summed (d2) was 9752 and the difference scores summed then squared (∑d2) was 8857. these two scores were inserted into the t-test formula to achieve the final t-test value. from the result of t-test calculation, it was discovered that the result of the ttest of the treatment was 16,36. from the degree of freedom (df)=27, it was obtained that the t-table with significant (α) at level 0.05 and a level of confidence of 95% was 2.052. the data indicated that the t-test was greater than the t-table (16,36>2,052). it implied that the outcome of the test enhanced from pre-test to post-test. hypothesis testing according to the hypothesis of this study, the alternative hypothesis is accepted if the value of t-test is significantly bigger than t-table (t-test > t-table), and the alternative hypothesis is declined if the t-test is smaller than t-table (t-test< ttable). the result of the t-test revealed that the score of the t-test was significantly greater than the t-table (16,36˃2.052), at a degree of freedom (df)=27 and at a 95% confidence level and level of significance of 0.05 (5%). it indicated that ha, which stated that "the use of live mode in quizlet application for ninth-grade students of smpn 4 sambas affects the students' vocabulary mastery in procedure text" is accepted. meanwhile, ho, which mentioned, "the use of live mode in quizlet application for ninth-grade students of smpn 4 sambas does not affect the students' vocabulary mastery in procedure text", is rejected. hence, it could be concluded that using quizlet live mode for ninth-grade students of smpn 4 sambas affected their vocabulary mastery in procedure text. the figure of hypothesis acceptance can be seen as follow: figure 1. hypothesis testing the effect size of the treatment since the results of the hypothesis testing indicated that ha was accepted or the use of quizlet live for ninth-grade students of smpn 4 sambas affects students' vocabulary mastery in procedure text, the researchers needed to investigate how strong the effect arises as the result of the treatment. to investigate how strong the effect of the treatment was, the analysis of the size of the effect of the quizlet live mode was computed using the formula of effect size. the score of the t-test = 16,36 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 285 and the number of students = 28 were computed to obtain the significance of the effect. from the computation of the formula, the result showed that the size of the effect obtained was 2,83. referring to cohen et al. (2007), treatment can be regarded to possess a strong effect if the value of effect size is greater than one (˃1). hence, it can be stated that the use of quizlet live mode for the ninth-grade students of smpn 4 sambas had a strong effect on students' vocabulary mastery in procedure text. discussion this study was conducted to investigate whether or not the use of quizlet live mode affected students' vocabulary mastery in procedure text. based on the findings of the research, it was discovered that there were considerable differences in the pre-test and post-test results. the mean score of students on the pre-test was 62.90, while the mean score for the post-test was 80.08. it demonstrated an increment in students ’ achievement after adopting the quizlet live mode. referring to the t-test and t-table data, the t-test was more significant than the t-table (16,36˃2.052). this comparison showed the effect of the treatment on the students' vocabulary. the effect test's size revealed that the effect's power was very strong. it could be concluded that the use of quizlet live mode strongly affected students' vocabulary mastery. this finding indicated a similar result to sanosi (2018), who found that the quizlet application significantly impacted students' vocabulary acquisition. this finding was also consistent with muthumaniraja (2020), who stated that the quizlet live mode was effective in helping students in studying the vocabulary more deeply. therefore, it can be assumed that quizlet live mode was effective and preferable for enhancing students' vocabulary mastery. in addition to the improvement in the number of students' vocabulary, students successfully used the vocabulary in the proper context. this could be seen when students were asked to make procedural texts, and most could use all the vocabulary well. this happened after they successfully understood the meaning and concept of the vocabulary through flashcards, which consisted of the form of words, meanings, and examples or the use of vocabulary in sentences. it was in line with nation (2013), who stated that learning vocabulary through flashcards that present the form, the meaning, and the words' example in sentences can help students learn the form of vocabulary, the meaning, and the use of vocabulary in the proper context. hence, flashcards in quizlet that are equipped with meanings and the word used in sentences significantly impact students' vocabulary mastery. related to the implementation of quizlet live in the classroom, the researcher assumed that there were several factors and reasons why the treatment impacted students' vocabulary. first, quizlet live mode can stimulate students' enthusiasm in the learning process. it could be seen when students were asked to play collaborative games on the classic activity. most of the students participated actively in answering all the questions. they were very excited to compete with the other group in order to be the winner. this activity stimulates students' interest in learning the vocabulary more seriously. this is in line with al-malki (2020), who azman zakaria, ikhsanudin, eka fajar rahmani, luwandi suhartono, sumarni the effect of quizlet live mode on students’ vocabulary mastery in procedure text 286 found that competitive game in quizlet is one of the factors that can make students more excited to learn vocabulary faster. in addition, the collaborative game activity in quizlet live mode can generate students' engagement to learn vocabulary together in a group. it could be seen when the students played the game; they supported and helped each other find the answer through their devices. hence, students, both lower and high-level learners, can support each other in studying the words together. according to al-ahdal and alharbi (2021), collaborative learning activity is responsible for creating a support system in transferring knowledge to each other to achieve successful and meaningful vocabulary learning. hence, the students can understand and grasp the meaning and concept of vocabulary properly through discussion in the group. moreover, the vocabulary review activity might be responsible to strengthened students' vocabulary. it can be observed at the end of the activity where the students learned again what vocabulary they had not been able to answer yet. after the reviewing activity, the teacher checked the students' understanding by asking about all the vocabulary they had learned. most of the responses showed that they were able to answer it well. it indicated that almost all of the students understood their vocabulary. it was in line with al-malki (2020) and muthumaniraja (2020), who claimed that this attractive game equipped with reviewing activity was able to create long-term memory for students in learning new words. therefore, repetitive activities by reviewing vocabulary at the end of the activity are good for creating long-term memory of all the words learned. in addition to the result of this study, there were also some problems that researchers faced in this study. first, the researcher found that there were some students who still did not bring their smartphones during the lesson even though the teacher had instructed them. to overcome this, the researcher asked them to study in pairs with those who brought smartphones. second, students tended to be noisy when they were looking for friends in their group when carrying out collaborative game activities. to overcome this, the researcher controlled the group members one by one. third, the researcher had a limited time allocation since the school still applied two sessions in a day, so the learning time lasted only 45 minutes. to overcome this, the researcher coordinated with other teachers to request additional time for the lesson. when this was allowed, the learning process ran smoothly and successfully. conclusion referring to the findings and discussion of this study, it can be inferred that the implementation of quizlet live mode strongly affected students’ vocabulary mastery in procedural text. it was supported by the increase in students’ pre-test and post-test. the students’ mean scores in both tests were enhanced from “average to good” to “good to excellent”. moreover, the use of quizlet indicated a significant effect on students’ vocabulary mastery. it was proven by the difference between the t-test (16,36) and the t-table with a degree of freedom of 27, which was (2.052). it demonstrated that the t-test value was assumed as greater than the t-table (16,36>2.052). furthermore, the analysis of effect size revealed that the treatment had a strong effect on students’ vocabulary. it can be observed through the result of celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 287 effect size computation, which was 2,83, which can be regarded as a strong effect (2,83>1). from this analysis, it could be concluded that the use of quizlet live mode for ninth-grade students of smpn 4 sambas strongly affected their vocabulary mastery in procedural text. the findings of this research suggest that the ninthgrade english teachers at junior high schools can benefit from making use of quizlet, which can be recommended to them. to determine quizlet's efficacy, further researchers may choose to perform research on a subject identical to the previous one, but focusing on a different grade level. references ahmad, k. s., armarego, j., & sudweeks, f. 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(2017). the teaching of vocabulary: a perspective. jurnal kata, 1(2), 182–191. https://doi.org/10.22216/jk.v1i2.2136 widuri, e. (2019). integrating one of internal structure of discourse called ‘process’ in writing procedure text for intermediate level. prasasti: journal of linguistics, 4(1), 31–35. https://doi.org/10.20961/prasasti.v4i1.17068 wolff, g. (2016). quizlet live: the classroom game now taking the world by storm. the language teacher, 40(6), 25–27. yosintha, r. (2020). indonesian students’ attitudes towards efl learning in response to industry 5.0. metathesis: journal of english language literature and teaching, 4(2), 163–177. https://doi.org/10.31002/metathesis.v4i2.2360 219 e-issn: 2621-9158 p-issn:2356-0401 *correspondence: ikhsanudin@fkip.untan.ac.id submitted: 6 october 2021 approved: 13 december2021 published: 15 december 2021 citation: ikhsanudin, i. (2021). virtual professional development forum for rural teachers in kalimantan barat. celtic: a journal of culture, english language teaching, literature and linguistics, 8(2), 219 234. doi: 10.22219/celtic.v8i2.18293 virtual professional development forum for rural teachers in kalimantan barat ikhsanudin* universitas tanjungpura, indonesia abstract this article analyzes the prospect of developing a virtual learning forum to help rural english teachers capacity building. the forum is considered important to provide opportunities for the teachers to communicate, to share ideas and experiences, and to discuss amongst themselves and with teachers in more developed regions as well as with experts. the study was conducted qualitatively in kalimantan barat (west kalimantan) province, indonesia. the data were collected from four districts through observation and interview. a three-level classification system in qualitative survey design that consisted of unidimensional description, multidimensional description, and explanation was used to analyze the data. the study revealed that internet connection, transportation infrastructure, government regulations, and teacher readiness were important factors that would help the rural teachers develop virtual learning forums. the suitable mode that could support the forum was an asynchronous discussion forum using open social media groups. the challenge that would possibly be difficult to solve was finding highly motivated teachers to initiate and to manage the forums. the study recommends that teachers and experts from a university can mentor the motivated teacher leaders in the first year. keywords: professional development; qualitative survey; rural teacher; virtual forum abstrak artikel ini menganalisis prospek pengembangan forum pembelajaran virtual untuk membantu peningkatan kapasitas guru bahasa inggris pedesaan. forum ini penting untuk memberikan kesempatan kepada para guru untuk berkomunikasi dan untuk berbagi gagasan dan pengalaman di antara para guru di daerah terpencil. di samping itu, dengan forum ini para guru daerah terpencil dapat juga berdiskusi dengan para guru di daerah yang lebih maju dan dengan para pakar. penelitian ini dijalankan secara kualitatif di provinsi kalimantan barat. data dikumpulkan dari empat kabupaten melalui observasi dan wawancara. selanjutnya, data dianalisis dengan sistem klasifikasi tiga tingkat dalam desain survei kualitatif yang terdiri atas deskripsi unidimensional, deskripsi multidimensi, dan penjelasan. penelitian ini mengungkapkan bahwa koneksi internet, infrastruktur transportasi, peraturan pemerintah, dan kesiapan guru merupakan faktor penting yang akan membantu guru pedesaan mengembangkan forum pembelajaran virtual. moda virtual yang cocok untuk mendukung forum ini adalah forum diskusi asinkron dengan menggunakan grup media sosial gratis. tantangan yang mungkin sulit dipecahkan adalah menemukan guru yang bermotivasi tinggi untuk memulai dan mengelola forum. penelitian ini merekomendasikan bahwa pada tahun pertama, guru dan pakar dari perguruan tinggi dapat membimbing pengelola forum. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index mailto:ikhsanudin@fkip.untan.ac.id http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 220 introduction kata kunci: forum virtual; guru pedalaman; pengembangan profesi; survai kualitatif continuous teacher professional development is one of the critical elements of education quality assurance and enhancement. teachers are required to continuously improve their competencies. a study in palangkaraya found out that students wanted teachers to be skilful, to think critically, to be creative, and to be innovative (norahmi, 2017). committed teachers should be prepared, sustain their commitment, and advance their performance (hariri & sumintono, 2020). in rural areas, where infrastructures and facilities are very limited, teachers are the central factor in education. however, as we observed, it was not easy for rural teachers in kalimantan barat (indonesia) to go to learning centers in town to improve their quality competences. kalimantan barat is a province that is located in the western part of kalimantan (borneo) island, and the capital city is pontianak. to be able to learn together in such a situation, the teachers must have learning communities that consist of separated members and are connected through online communication. it is not tenable to use one definition of "rural" to be applied to different studies or decision making. in an extensive study, a group of researchers reminded investigators to thoroughly describe the rural nature of their investigation from their conceptual point of view and stated their preference for an operational definition to situating the findings of their investigation over the other definitions (koziol et al., 2015). this explanation is in line with the concept of distance in distant education. the term ‘distance’ can be understood from various perspectives: geographical, time, and intellectual (simonson, smaldino, & zvacek, 2015). the term ‘rural area’ in this research is mainly a geographical concept; that means the areas need particular effort to reach and to communicate with people in other areas. this research focuses on the first perspective, that is geographical distance. many studies have been conducted worldwide about distance education for rural participants. we found many rural areas in kalimantan barat, but we only chose four districts. the two districts in kubu raya county (batu ampar and terentang) were chosen because they can represent southern and eastern parts that are not border areas. two districts in sambas county (sajingan besar and paloh) were chosen to represent northern areas and border areas. batu ampar is located far from the capital of the province (pontianak city), in the south part of kalimantan barat. the district can only be reached by motorboat or by speed boat. in the context of indonesian education, as required by act number 14/2005, there are four competencies that every teacher must improve, namely: pedagogical competency, personality competency, professional competency, and social competency. in an attempt to improve the teachers' competencies, the government has launched some programs that can be taken by teachers. however, the government resources cannot reach every teacher nation-wide because of the significant number of teachers and the geographical situation. teachers in rural areas cannot get access to the program as easily as urban teachers. one of the solutions that they can find is teachers’ virtual learning or online teacher forums. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 221 the aim of approaching online community is to consider the best way to design the desired social and learning environment by utilizing the existing tools and contexts. however, it is essential to find the best structure of social and technical factors that creates the most suitable online learning community in certain circumstances (haythornthwaite & andrews, 2011). community culture plays a crucial role in the success of an online forum (jo shan fu & fu, 2013). virtual learning forums are extensions of conventional learning that potentially can be used to improve participants' higher-order thinking and communication skills (seethamraju, 2014). one of the difficulties in starting distance learning is establishing an efficient mode of communication using technological resources. online learning must be supported by frequent physical meetings (nunes, nobre, & passos, 2016). however, with good leadership, online learning communities can be organized successfully (ruggieri, boca, & garro, 2013) (chua, chua, & chua, 2017). transformational leadership—that concentrates on intrinsic motivation and role modelling—is found to be a useful model in online learning forum (alotebi, alharbi, & masmali, 2018). online learning forums can help enhance conventional learning, particularly when the participants are fully engaged in the forums (simonson et al., 2015) (alzahrani, 2017). mentors and leaders can help rural teachers through dialogic reflexivity (willis, crosswell, morrison, gibson, & ryan, 2017). the members who engaged in fruitful collaboration prioritized encouraging social interaction over completing the task (the process is more important than the final product) (vinagre, 2017). to be able to get engaged in an online forum, a teacher needs conceptual and procedural competencies that can be gained through modelling and exploratory practices in their training (vinagre, 2017). concerning rural teacher development, a study involving 427 participants in taiwan reported that the taiwan government could successfully decrease the rural-urban knowledge divide in higher education (chen & liu, 2013). reported in 2015, a study in kentucky found the collaboration amongst the professional development service providers, the organizations that gathered the data, and the scholarly community in content-based teacher development programs had positive impacts on students’ learning outcomes in rural areas. (barrett, cowen, & troske, 2015). a study participated in by 308 high school teacher respondents showed that most indonesian teachers were ready to do mobile learning. they had a positive attitude toward utilizing technology and hoped to be able to get experience in mobile training or learning (yusri, goodwin, & mooney, 2015). in spain, it was found that elementary teachers believed that it was essential to facilitate access to information and to increase engagement and the teachers' perception of the effectiveness of apps for learning was influenced by how they chose apps. the study also concluded that the configuration of the affordances of apps and mobile technology could increase aspects of learning (domingo & garganté, 2016). professional development was closely related to the professions’ collective autonomy, not just a matter of the teachers’ individual quality (hermansen, 2017). in line with the advanced development of information technology, amongst positive trends of online collaboration (telecollaboration) is the increasing demand http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 222 for its use as a means of educator professional development (lewis, 2017). then, a comprehensive survey found that it was possible to conduct professional development for rural teachers in oklahoma (peltola, haynes, clymer, mcmillan, & williams, 2017). a recent study in japan evaluated the effectiveness of blended learning of english. the findings demonstrated the students’ general contentment with the course, the educational and technical difficulties that they encountered, and the suggested solutions. the quality matter (qm) peer review showed the course failure to meet the essential standards (alizadeh, mehran, koguchi, & takemura, 2019). this article reports an investigation into the opportunity of developing online forums for rural english teachers in kalimantan barat, indonesia. the focus is chosen because before conducting a teacher professional development program, it is indispensable to find out whether a particular program can potentially be conducted for a particular group of teachers. the primary purposes of writing this article are to find out if it will be possible to help teachers develop their professional capacity through the online forums and to identify the challenge in developing the forums. the researchers answered problems by discussing the required situation that they described in the theoretical framework and the actual social situation that they described in the findings of the research. method the design of this research is a qualitative survey research method. it was jansen who introduced the concept of "qualitative survey" to refer to the study of diversity in a population (jansen, 2010). it is not a study of distribution in the manner of quantitative survey do. variation in populations is defined and investigated qualitatively. instead of aiming at establishing frequencies, means, and other parameters, this method determines the diversity of topics of interest in a given population. this method does not count the number of populations that have the same characteristic but establishes the meaningful variation in the population, namely relevant dimensions and values. the subjects of this research are english teachers, school principals, school inspectors, and english teacher trainers (university lecturers) in kalimantan barat province. most respondents live and work in two counties in the province except for those who live and work in pontianak city, as well as some teacher trainers who were the academic staff of universitas tanjungpura. this research draws upon the situation and the practices of using information technologies for rural teachers’ professional development in four rural districts in kalimantan barat province, namely sajingan besar district and paloh district in sambas county and batu ampar district and terentang district in kubu raya county. the researcher conducted observations of government regulation documents, namely: constitution, acts, and other relevant legal products about education. in addition, the data of the government regulations, the transportation infrastructures, the information technologies facilities, and some schools' administrations and facilities were also part of the observation. the researcher supported collected data by interviewing english teachers and school principals. last, we also interviewed school inspectors and relevant teacher trainers at universitas tanjungpura. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 223 the data in this research are mostly qualitative. to assure the quality of the data, we followed the following protocols. the documents that we observed were collected only from legal and valid sources. the internet connections, school facilities, school programs, and transportation were observed and rechecked properly. the detailed information about school programs, teachers' habits in using the internet, and other teachers’ professional development programs were collected through direct interview and crosschecks with teachers, headmasters, and school inspectors. the data of the lecturers’ and the experienced teachers’ activities relevant to rural teachers’ quality improvement were collected through direct interviews, direct observation of their offices, and detailed observation of the government regulations relevant to this research. when the data had been organized, the researcher discussed and reconfirmed the data with the interviewees after organizing them. the data were analyzed using the three-level classification system of qualitative survey data analysis (jansen, 2010). level one was the unidimensional description. to start with, we limited the object of this analysis; that is the possibility of developing discussion forums for english teacher professional development in four districts and the possible challenge. then, we analyzed the four most relevant dimensions—namely government regulations, transportation and telecommunication, schools’ plans and programs, and teachers’ readiness—to find the values within each dimension. the analysis was not, then, focused on the differences between the four districts but the diversities that existed in the four districts. level two was the multidimensional description. this step consists of qualitative correlational analyses of the four dimensions that are supported by the qualitative correlational analyses of the values within the dimensions. level three was an explanation. based on the qualitative correlational analyses, we explained how the english teachers in the four districts were ready to get involved in online or virtual english teacher learning forums. findings english teachers in rural areas the analysis of the data about english teachers in rural areas are presented based on the government regulations, transportation and internet connection schools’ plans and programs, and teachers’ readiness. government regulations the documents of the national regulations that are related to online forum development consist of the constitution, acts, government regulations, and ministerial regulations. all implementations in the lower levels should refer to those regulations. the 1945 constitution mandates the government to provide quality education for all people of indonesia. then, the national education system act (act no. 20/2003) describes the system, budgeting, management, and other requirements to provide national education services. more specifically, government regulation number 19/2005 mandates eight standards of national education, and one of them is the standard of educators. minister of government official alignment and bureaucracy reform number 16/2009 requires educator quality standards and professional development. the minister of communication http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 224 and information regulation number 2/2008 regulates that one telecommunication tower should be used together by telecommunication providers and number 19/2010 regulates how internet services should reach every district in the country. meanwhile, act number 4/2014 guarantees that every village will receive a significant amount of money to build infrastructure and facilities and to manage the village. it is very important that every school nationwide, including every school in the four districts, has to implement regulations at all levels. the implementation of the regulations is supervised by local governments and assessed by the national body of accreditation for schools and madrasahs. every mandate that is written in the constitution, the acts, the government regulations, and the ministers’ regulations are excerpted into the government instruments of supervision and the instruments of accreditation assessments that are used by the national body of accreditation for schools and madrasahs. a school principal is subject to discharged if he/she intentionally neglects a single item of regulation. transportation and internet connection the four rural districts in this research are located in one of the largest provinces of the country and are located far away from the capital city of the province. teachers need to travel about six to eight hours by land transportation from sajingan besar and paloh to the provincial office of education; 3-4 hours by motorcycle plus 3-4 hours by bus. most schools in these two areas were on the main roads, and there was no difficulty for teachers or students in going to schools. whereas, travelling from pontianak to terentang or from pontianak to batu ampar takes about 3-8 hours by motorcycle plus by speedboat. teachers and government officials move from point to point in rural areas by boat and motorcycle. the roads in rural areas are muddy, and motorcycles cannot pass by in rainy seasons. an internet connection and telephone were available in the areas near communication towers (usually near the district offices), and the internet speed is low to average. video conferences or webinars can be done only in certain areas. it was possible, but not always,to get connected to the internet at schools. people could watch television broadcasts; but, in certain areas, they need a parabola antenna. the schools in the four districts had minimal computer facilities. there were only three computer laboratories found in those four districts, namely at a private vocational high school in batu ampar, at a state junior high school in terentang, and a state vocational school in sajingan besar. however, not all of them could work well, and it was difficult for teachers to use the lab for professional development. in terentang, for example, eleven of sixteen units were broken, and the lab could not function. then, even though the condition was not good enough, the computer laboratories in batu ampar and sajingan besar were used by the students. it was not easy to find empty slots in the computer lab schedule when the english teachers were free. schools’ plans and programs in elementary and secondary levels, the indonesian education system provides general education (schools) that are controlled by the ministry of celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 225 education and culture (moec) and islamic education (madrasahs) that are controlled by the ministry of religious affairs (mora). every school and madrasah used the national curriculum and operated in a school-based management system under local government supervision. there were also schemes of financial support provided by national and local governments public schools (local governments do not support madrasahs). public schools and madrasas are not allowed to collect any type of fee from the students. private schools are founded and run by non government organizations (ngos). there are also schemes of financial support by the central government and local governments to private schools. schools were required to have some kind of vision and mission. some of the schools broke them down into operational programs, but many did not. there was no single school or madrasa with teacher professional development through e learning, although the headteachers and the teachers were aware that they needed to improve themselves amid the lack of access. most school visions and programs were student-oriented, and curriculum-oriented and were written mostly for accreditation requirements. there is at least one english teacher at every school. in more established schools, most teachers were permanent teachers that hold an undergraduate degree in english language teaching and have the status of the professional teacher. it is also found that in new junior high schools and madrasahs in very rural areas of kubu raya county, most teachers were elementary school teachers that graduated from non-english language teaching programs. they were situated in more difficult areas to access and had little possibility to visit more developed areas regularly. public general school teachers and headmasters of senior high schools (year 10-12) are supervised by province education services and junior high schools (year 1-9) are supervised by county education services. teachers of madrasahs are supervised by mora. it is also found that there have been attempts to improve the english teachers’ capacity. most schools sent their teachers for capacity building programs when the government invited them. in this case, most of the government programs of teacher development were conducted conventionally. they invited teachers to a city or other venue and provided trainers; most trainers were government officials. two headmasters were found to have done creative programs of training teachers to operate computers and to help teachers buy a laptop by instalments. however, it happened only once. teachers’ readiness school teachers in indonesia are categorized into four, namely: teachers with a certificate of professional teachers, permanent civil servant teacher, permanent private foundation teacher, and non-permanent teacher. the highest prestige amongst them are teachers that have obtained a certificate of professional teacher after they pass the program of professional teacher education and assessment. teachers of this type are awarded a certificate of professional teacher and granted professional allowance besides a standard salary. their obligations are working 24-hour per week as a professional teacher and fulfilling other standard requirements as a professional teacher, like writing research articles, attending or speaking in seminars, and developing teaching aids or materials. the http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 226 certified english teachers in this four districts usually have better proficiency in english than other teachers and good knowledge of teaching methodology. meanwhile, the other types of english teachers in the districts have not passed the certified teacher requirements. a civil servant teacher is usually undergraduate in english teaching who has passed a set of selection process. most of them have active english skills. they received a standard salary of a civil servant and must work 24-hour per week. a permanent private foundation teacher is a teacher that is hired fully by a private foundation to work at a school that is run by the foundation. a non-permanent teacher is a part-time teacher paid by the school per teaching hour. most certified (professional) english teachers worked for public schools in district centers while english teachers in rural areas were mostly novice teachers. some english teachers in private rural areas were non-permanent inexperienced young persons who did not finish studying in an english education department or english language academy or teachers of other subjects that were assigned to teach english. in some public and private junior high schools and madrasas, the english teachers were teachers of elementary schools who were neither educated nor qualified to teach english . they teach english in bahasa indonesia (indonesian national language) because they have very low english proficiency and need training in english teaching methodology. about two-thirds of the english teachers were computer-literate and internet-connected persons; the others were not. those who were computer literate were teachers who could go to internet-spot areas near district offices on workdays or could go home in town on the weekends. they used their computer or gadgets to communicate online. in town, they were supported with 12-hour or 24 hour electricity and a relatively slow internet connection and could learn from internet sources and social media using laptop/desktop computers and gadgets. most of them communicate mainly through social media and social media groups. for official communication, they often used email, and they keep their data on the email and back them up with virtual drive and offline drives. no one has started developing an online learning forum for them. they have no idea of how to organize and how to find resources. most teachers attended workshops and other professional development meetings only if the school sent them. usually not many opportunities were offered to them and not quite sufficient to improve their competencies. in the workshops, they usually met their colleagues and ex-classmates and shared their experiences. some of those teachers went to conferences organized by universities and attended discussions organized by english teacher forums that they call musyawarah guru mata pelajaran (mgmp). some teachers who worked far away from the center of districts or were geographically isolated got difficulty to improve their competencies. it is difficult for them to get connected to online activities because they were not connected to the internet or cellular spots. they did not know or were not even eager to know how to use the internet, computer, or even android. they updated their knowledge through radio broadcasts and headteachers’ briefings. local conventional english teachers' forums did not work well because of the geographical and transportation constraints. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 227 in the capital city of kalimantan barat province, there are some lecturers or teacher trainers and experienced teachers who might have been able to help improve the rural teachers' quality. they mostly work in universities and colleges and more developed schools. some of them also served as teacher tutors and school inspectors. as required by regulations, lecturers should do social work and research as part of their professional development. some groups of lecturers of the education and teacher training faculty went to rural areas to help improve the rural teachers' quality. however, so far, the rural teachers could not benefit from this situation. the university experts and the experienced teachers could not facilitate the rural teachers learn intensively and extensively because the experts and the teachers could visit the rural teachers in a short while. besides they ought to get back to their office soon, they also ought to spend much of their time on the way to the rural areas. since they attended professional development meetings only once in a while and without any follow-up, the teachers' quality in those areas did not develop significantly. on the other hand, teachers in town tended to do classroom action research in their schools as a part of their professional development; and usually did not have an impact on the teachers in rural areas. proposed design of the online english teacher forums from the analysis of the situation, there is a possibility to develop online forums to improve teachers’ quality in the four rural districts. to overcome psychological and social challenges, the teachers may develop different and flexible forums for different smaller communities and a broader forum to make them connected with one another. the different and flexible forums will enable the teachers to communicate more confidently, and the larger group will be able to connect them with teachers in different rural areas or different levels of schools. it is an essential requirement that the teachers can get connected to the internet, have enough computers and gadgets that support internet connection, and like to attend discussion forums. the opportunity was open because the government had issued regulations that required the teachers to improve their competences, promised reward for teachers with excellent competences, and facilitated telecommunication companies to provide services to rural societies. notwithstanding geographical and transportation difficulties, it is still possible for teachers to meet each other in offline discussion forums. despite the inadequacy of internet facilities and strategic plans, the schools are able to send teachers for teacher development programs by the government. specifically, the proposed design of the online english teacher forums is viewed from three aspects; synergizing online and offline activities, designing the format, and inviting external experts and mentors. synergizing online and offline activities to build online forums, the english teachers in the four rural districts need to synergize their online and offline activities. topics and problems can be introduced and discussed virtually through the apps and social media that were used by the teachers. online sources that a teacher has learned from can be shared with his/her colleagues in chat rooms or groups. mgmp can be one of the http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 228 alternative offline forums. in mgmp meetings, teachers can do more interactive and personalized discussions and can share more information. teachers can have regular meetings in the county centers, and they will be able to organize the meeting because the organizers and the participants can discuss their preparations online before they meet. it would also be possible to support offline meetings with a webinar, but more preparation will be necessary. the synergy between the online and offline forum will be able to make the forums more productive; not only does it give complete information, but it also motivates more teachers to get involved in the forum. designing the format asynchronous online forums for english teachers in rural areas of west kalimantan can be developed by utilizing the available resources and by synergizing the online forum with the offline forum. the purpose of developing the forums is to make chat rooms or online learning forums to help teachers in rural areas learn from one another and interact with external resource??s. the forums are informal and open to every english teacher in the area. there can be more than one chat room in one area to accommodate teachers with different backgrounds and levels of competence. the community members can use different applications or social media to adjust to the members' habits. the scope of the learning topics is curriculum and materials development, professional promotion, and teachers' competency improvement. teachers that have a relatively intensive engagement with the internet can be the core of the members. teachers with a certificate of professional teachers can mentor the novice and less experienced teachers. to be able to reach the teachers in very rural areas, government radio and community radio broadcasts can be good alternatives. the members can use english and bahasa indonesia as the medium of communication. however, the organizer and the core teachers must use bahasa indonesia when communicating with less experienced teachers and with teachers in very rural areas. however, the forums need a leader or a group of leaders that can voluntarily initiate, plan, organize, actuate, and maintain the program. a small group of teachers can start the forums from a small group of connected teachers by disregarding their locations and levels of competence. these volunteers then invite other teachers to get connected with them online, organize the flow of conversations, and connect the forum with the mgmps. inviting external experts and mentors external experts and mentors would be able to help teachers initiate and manage online forums. some groups of experienced urban teachers and experts that possibly can help are teacher trainers, teacher trainees, and experienced teachers in west kalimantan or other places, including overseas teachers and teacher trainers. the external resource can play roles as resource persons, mentors, and it supports. in the beginning, the external resource can get involved actively in the forums, but they should reduce their involvement gradually to the very minimum level; like scaffolding. it is essential to confirm at the beginning of the program that the external sources help the teachers voluntarily. it will be celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 229 beneficial if the external experts and mentors can synergize their professional program funded by their institutions and the forums’ activities. leadership challenges and solutions from the situational analysis and the proposed design, it is evident that rural education needs the presence of leadership. more importantly, strong leadership is necessary to build a new community with a strong vision to improve the quality of english education through english teachers' quality improvement. however, it is a challenge to find a teacher that can voluntarily do rigorous work while working full time two traditional views of leadership, a leader is born, and a leader is trained, can be good alternatives but will take much time. the third alternative is involving external resource to scaffold the development of the online forum. through utilizing current information and communication technologies, the external experts and mentors can find motivated teachers and help them build the forums through the scaffolding process. the scaffolding process is also training given to the motivated teachers because they will learn how to build and run online discussion forums for the rural teacher when they are working with the external resource persons. discussion online activities and physical meetings there should always be programs or activities that can improve teachers' quality to improve the quality of education; particularly in rural areas where there are more geographical challenges that may undermine the teachers' commitment to teaching. it is imperative to prepare, to maintain, and to improve committed teachers’ commitment and performance (hariri & sumintono, 2020). english teachers upgrading and workshops were provided by the government but not very often and this needs to be followed up with discussions amongst the teachers. online forums can be an excellent alternative to help the teachers improve their competencies; mainly if the teachers can participate in the forums appropriately (simonson et al., 2015) (alzahrani, 2017). in an online forum, the interaction and discussion process are more important than completing the task (vinagre, 2017) because the learning processes take place when they are interacting with one another. the findings that most teachers in some rural areas could get access to the internet had laptops and android mobile phones and liked to attend seminars, and other professional development meetings could build optimism that it would be possible to build english teachers online forums for them. it can be estimated that the learning process will take place in the proposed forum as the findings also said that most teachers are also active in social media and some of them are tutors of teacher professional development programs that were recruited and trained by the government. a study that uncovered indonesian teachers’ readiness and positive attitude toward mobile learning (yusri et al., 2015) can be an excellent support to building the online forum. online discussion forums need to be reinforced with physical meetings (nunes et al., 2016). this strong suggestion can be fulfilled in sajingan besar and paloh districts because most schools in those two districts are located on the main http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 230 roads, and the teachers can meet at one of the school buildings or one of the government buildings. however, in terentang and batu ampar districts, only teachers that work or live near the center of the districts will be able to do so. teachers who work and live far away from the center of the districts will not be able to attend a physical meeting or to meet one another. they even could not get connected with other english teachers online. so far, it has been a severe problem to reach rural teachers in some parts of terentang and batu ampar. geographical distance and transportation problems have made them "isolated" from other schools and communities of the same districts. as a beginning, however, this program does not need to reach every rural teacher. the teacher community can start from small, and then can grow the forum to reach larger areas and a more significant number of teachers. it is not very important to debate whether this program is purely rural teachers' forum as some different definitions have been raised by experts. two of them have been included above (koziol et al., 2015) (simonson et al., 2015). what is proposed here is a forum to help teachers that are geographically far from the main centers of education and to grow the forum little-by-little. telecollaborative competencies and content knowledge teachers are required to have telecollaborative competences (procedural and conceptual) to be able to participate in an online forum (vinagre, 2017). it will be an advantage if every english teacher in the four rural districts has adequate telecollaborative competences. the forum will run smoothly, and the members will get the maximum benefit from smooth and proper online forum activities. however, a small group of teachers that have good telecollaborative competences will be enough to initiate this forum and help their colleagues share the knowledge of telecollaboration and manage the forum voluntarily. as indicated in the findings, some teachers are already trained and recruited as teacher instructors by the government. informally they can be mentors and leaders of the forums. this way will be in-line with what was suggested in a previous study that some mentors’ and leaders’ assistance through dialogue reflexivity would be very helpful for the rural teacher (willis et al., 2017). the initiators and leaders of this proposed forum can learn from a study in kentucky that found the benefit of collaboration amongst the professional development service providers, the organizations that gathered the data, and the scholarly community in content-based teacher development program (barrett et al., 2015). teacher trainers in universities and experienced teachers that work and stay in the main cities in kalimantan barat are potential partners to collaborate as external experts and mentors. as they are required to do research and social works for their promotions, this forum can offer collaborative activities for their research and social work that have positive impacts on the development of the forum and the rural teacher's quality improvement. the rural teachers will be able to learn conceptual competence, procedural competence, and content knowledge from the external experts and mentors through collaborative activities. it is much more beneficial if the external experts and mentors can get involved in the online forum because the process will be less costly and the teachers can practice learning through the online forum. celtic: a journal of culture, english language teaching, literature and linguistics vol. 8, no. 2, december 2021 http://ejournal.umm.ac.id/index.php/celtic/index 231 asynchronous discussion asynchronous mode activities are chosen because they are flexible and enable rural teachers to participate in the forum whenever they get internet access. in a synchronous program, any participant can learn in different places and at different times (simonson et al., 2015). as indicated in the findings, most teachers actively connect to the internet, but they need certain spots and specific times to get connected to the internet. weekends, when they went back to their homes in towns, were the best time for them to go online. asynchronous mode of discussions can give the teachers time to go online and to prepare responses. as they were in different levels of english proficiency and professional knowledge, members who are not confident with their knowledge and language will benefit from the extra time to respond. in the four-district situation, asynchronous mode of discussion can be a suitable solution. the teacher can be involved in some discussions when they can find an internet connection. as indicated in a study cited above, teachers are normally motivated to improve their capacity (norahmi, 2017) as the challenges they face day-by-day always get more complicated. this also relevant to a suggestion that committed teachers should be prepared, sustain their commitment, and advance their performance (hariri & sumintono, 2020). need for leadership and periodical evaluation the findings show that there is a challenge of leadership. so far, the internet facilities have been available, even though not 7/24 and not in most areas. the transportation infrastructure has not been a big problem for the teachers to meet and learn together. the teachers need someone or a group of people that can initiate and motivate the teachers to collaborate in a learning forum. with good leadership, online learning forums can be organized (ruggieri et al., 2013) (chua et al., 2017). more specifically, transformational leadership can be a useful model to make online learning forums take place (alotebi et al., 2018). this type of leader is characterized by intrinsic motivation and role-modelling rather than by other drives. in addition, program evaluation is always important, including in the context of developing and running the rural english teacher discussion forum. the evaluation can be conducted from various perspectives; but basically, it is essential to know if the forum needs adaptations or improvement. the leaders and mentors may learn from a study in japan about the effectiveness of blended learning of english (alizadeh et al., 2019). it is also essential to know if the teachers are satisfied with the program and whether the program can help improve the rural teachers' competencies. conclusion the situation in the rural areas of kalimantan barat, indonesia, particularly in the four districts of this research, supports the possibility of developing english teacher discussion forums. four dimensions that make it possible are government regulation, transportation, internet connection, and teachers' readiness. the online discussion forum can be supported with offline meetings to result in a better contribution to the teachers’ quality improvement. teachers in some very rural http://ejournal.umm.ac.id/index.php/celtic/index ikhsanudin virtual professional development forum for rural teachers in kalimantan barat 232 areas will not be able to participate but will get indirect benefits if the teachers in the district centers of the districts can share what they have learned from the forum with them. developing different flexible forums that are supported with a larger forum will help reduce some teachers’ nervousness but still help them get connected. asynchronous mode of online discussion forums using social media can be an alternative to be used by the forums. the proposed model of discussion and media can overcome the internet connection problem, gaps of expertise, and psychological and social distances challenges. teacher trainers from universities and experienced teachers can be invited as resource persons that will be able to enrich the forums and to mentor the forum administrators. a group of committed and motivated teachers can initiate and maintain the forums as participant administrators. to make the forum administration and discussion rich in materials and activities but efficient in financial expenses, the administrators can collaborate the forums’ activities with the external resource persons research and social works programs. to implement this proposal, a group of committed teachers or committed external volunteers should start the action by gathering interested teachers to join with them in an online forum and start the discussion. teachers with transformational leadership capacities can initiate the discussion and administer the forum. teacher trainers and experienced teachers from cities nearby (external mentors) should help the committed teachers by providing materials to discuss and advice to keep them motivated. procedural, managerial, and leadership mentoring should be provided for free in the first year as a process of scaffolding. after that, the mentors may remove the scaffolding gradually and let the forum grow and multiply itself. the external mentors conduct development research to mentor the committed teacher leader during the initiating and scaffolding process. periodical evaluation during the initiating and developing process can be conducted collaboratively between the leaders and external experts. in addition, the teacher leader can also collaborate with external experts, particularly when the external experts are conducting relevant research or social development programs funded by their campus or other sponsors. acknowledgment the author is grateful to professor ivor timmis’s (leeds beckett university – uk) who voluntarily help proofread this manuscript. references alizadeh, m., mehran, p., koguchi, i., & takemura, h. 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(2015). teachers and mobile learning perception: towards a conceptual model of mobile learning for training. procedia social and behavioral sciences, 176, 425–430. https://doi.org/10.1016/j.sbspro.2015.01.492 http://ies.ed.gov/%0ancee/edlabs http://www.tojet.net/articles/v12i4/12412.pdf 164 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index analyzing efl classroom interaction in contextual teaching and learning among class members 1ratnawati*, 2romdah romansyah 1english education, faculty of teacher training and education, universitas galuh, indonesia 2biology education, faculty of teacher training and education, universitas galuh, indonesia abstract face-to-face class interaction is extraordinary matter dealing with the new normal of the covid-19 pandemic. however, there has not been various preliminary research and works of literature related to face-toface interactions in english language learning after the covid-19 break, especially with contextual teaching and learning approach. thus, the present study aims at exploring the interaction process among teachers and students in the learning process in an academic atmosphere and classify the types of classroom interactions implemented during the meetings. the method of current research was a case study and used instrument of video recording from participant observation conducted in classroom activities. the research data showed that the interaction process among teachers-students, and students-students ran well throughout the react (reflecting-engaging-activating-cooperatingtransferring) instructional stages of contextual teaching and learning eventhough some students experienced that learning english was their first experiences in the new normal of the face-to-face meeting. some pattern interactions were also clearly described and discussed regarding the type of classroom interaction. from the results that have been elaborated, other researchers are also recommended to apply the same interaction pattern in any educational levels. research limitations and implications are also discussed as well in the session. keywords: classroom interaction; contextual teaching and learning; feedback; response abstrak interaksi kelas tatap muka menjadi hal yang luar biasa untuk dihadapi di masa setelah pandemi covid-19. namun demikian, belum ada berbagai penelitian sebelumnya terkait interaksi tatap muka dalam pembelajaran bahasa inggris pasca masa pandemi covid-19, terutama dengan pendekatan pembelajaran kontekstual. dengan demikian, penelitian ini bertujuan untuk mengeksplorasi proses interaksi antara guru dan siswa dalam proses pembelajaran dalam suasana akademik dan mengklasifikasikan jenis-jenis interaksi kelas yang dilaksanakan selama pertemuan. metode penelitian yang digunakan adalah studi kasus dengan instrumen penelitian berupa rekaman video observasi partisipan yang dilakukan dalam kegiatan kelas. data penelitian menunjukkan bahwa proses interaksi di antara mereka berjalan dengan baik selama tahap pembelajaran react (reflecting-engaging-activating-cooperatingtransferring) pada proses pembelajaran kontekstual meskipun beberapa siswa mengalami bahwa belajar bahasa inggris adalah pengalaman pertama mereka dalam pertemuan tatap muka. beberapa pola interaksi dijelaskan dan dibahas secara rinci mengenai jenis interaksi kelas. dari e-issn: 2621-9158 p-issn:2356-0401 *correspondence: ratnawati.english.edu@gmail.com submitted: 10 october 2022 approved: 27 december 2022 published: 29 december 2022 citation: ratnawati, & romansyah, r. (2022). analyzing efl classroom interaction in contextual teaching and learning among class members. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2), 164-176. doi: 10.22219/celtic.v9i2. 22823 mailto:ratnawati.english.edu@gmail.com celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 165 hasil yang telah diuraikan, peneliti lain juga disarankan untuk menerapkan pola interaksi yang sama yang dapat digunakan pada level pendidikan lainnya. selain itu, implikasi dan keterbatasan penelitian juga dibahas pada bagian tidak terpisahkan dari penelitian ini. kata kunci: inisiasi; interaksi kelas; pengajaran dan pembelajaran kontekstual; respon ; umpan balik introduction fulfilling the demand of 21st century skill for students in learning, contextual teaching and learning has pivotal role as the part of learning strategies recommended to be implemented since its connection newly acquired knowledge with the demands and needs of students in everyday life which is believed to create meaningful learning to students ( colace et al., 2020; dewi & primayana, 2019; kosassy et al., 2018; yuwandra & arnawa, 2020). therefore, the implementation and effectiveness of contextual teaching and learning (henceforward ctl) has been widely studied by several education and language experts from various perspectives (hakim et al., 2020; hyun et al., 2020; nawas, 2018; satriani et al., 2012; selvianiresa & prabawanto, 2017). previous research also mentioned the process of how the learning procedures or syntax must be followed by students during the learning process starting from preparation to the evaluation process takes place (hyun et al., 2020). in addition, comparisons between the use of ctl approaches with conventional methods were also carried out experimentally to measure the effectiveness of ctl approaches in elementary school students (selvianiresa & prabawanto, 2017). furthermore, haerazi et al. (2019) also revealed that their action research showed that the practice of ctl increased students' learning motivation which ultimately has an impact on increasing students' reading skills at the junior high school level. from this description, ctl posits the usefulness of education at several levels of education, both implemented in indonesia and the global context. besides the effectiveness and its pedagogical implementation, other perspectives of exerting contextual approach in classroom setting also offer other beneficial implications. li et al. (2021) mentioned on their survey studies that learning factors and contextual factors influenced on the students’ flow experience. the research result showed contextual factors affected students’ intrinsic motivation. in regard to the motivation, provision of game based contextually on students’ needs improved on students’ writing performance due to their developing interest and motivation during activities involving (lin et al., 2018). supporting the elaborated statements, fu et al. (2019) urged that implementing game-based learning with contextual purpose assisted students’ in increasing their writing performance. also, they perceived positive feelings on engaging the teaching and learning activities including interesting atmospheres and great students’ participation. this indicates that contextual approach of learning provides great impact to students as well as todays’ demand in the globalized era. in addition, the exertion of clt offers several strategies in the learning process in the classroom. react is a teaching and learning contextual learning strategy supported by crawford (2001) which is systemically abbreviated for reflecting, engaging, activating, cooperating, and transferring. first, reflecting means that in the learning process, teachers have to connect the knowledge that students already ratnawati, romdah romansyah analyzing efl classroom interaction in contextual teaching and learning among class members 166 have with the material to be studied to get meaningful understanding and be eficacious the importance of the material they are studying particularly their life needs (nawas, 2018). second, engaging is an activity involving students in the learning process in the classroom so that students' and teacher’s talk corresponds to a balanced portion of several learning activities (mammadova, 2021). this assumes that emphasizing the implementation of students-centered activities with teachers’ assistance might be fully great idea for this stage. then, activating means an activity that facilitates students to integrate the material they have learned with their background knowledge, which can be implemented optimally in writing learning (satriani et al., 2012). cooperating is a learning syntax that must be implemented in this lesson to actualize students' abilities in applying communication skills, negotiating, working in teams, and accepting the strengths and weaknesses of group members holistically. jacobs & hall (2002) and yang et al. 2022) recommend that a strategy in cooperative learning is recommended at this instructional stage. lastly, transferring is used to measure students' abilities in conveying or expressing their' abilities to the material that they have learnt in the teaching and learning process. answering the ideal assessment for this step is providing authentic assessment or alternative assessment for teachers which of course, a class atmosphere naturally students' abilities shown in the learning process (hyun et al., 2020). from the whole series or instructional design of clt, classroom interactions among teachers and students are main elements in classroom activities both verbal and physical or gesture. class interaction with initiation-response and feedback pattern of communication supported by sinclair and coulthard (1975) in ayouni (2019) is a well-known and well-applied pattern of classroom activities from various levels of education before further studies of interaction matters (molinari et al., 2013). furthermore, li (2018) revealed that classroom interaction with irf gives dynamic results to the interaction process among teachers and students, but the use of native language is a way to mediate and stimulate how students learn to be more interactive in the learning process. in addition, harmer (2006) in mammadova (2021) wrote that classroom interaction is very influential on learning outcomes where teachers will measure students' abilities if they might communicate or express their ideas actively, understand and contextualize material they have learnt. he proposed the pattern of interaction especially for teaching and learning process is well-known as esa (engaging, studying, and activating) which deals with engaging is the process how teachers communicate and facilitate students to participate actively during classroom activities including beginning to the end of learning stages in the mode of face-to-face meetings, online learning or hybrid learning. the present studying stage then focuses on the teachers’ talk on providing comprehensible input to students through various activities depending on the intended learning objectives. the last point activating means the portion of teachers’ talk is lower than students’ talk to promote students’ actualization in their understanding the material they learnt based on their own context of learning. also, amalia (2018) claimed that engaging students especially young students with relevant activities academically and non-academically posit beneficial impact to students’ performance. supporting the previous statement, hill & flynn (2014) stated that in the learning process it is necessary to hold an ideal portion that is celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 167 relevant to accommodate the teacher's talk and students' talk so that the quality of their interaction is achieved. from aforementioned studies reported that classroom interactions still need to be analyzed to find out how students go through in each instructional design in ctl. regarding the importance of interaction, another previous study revealed that using students-centered approach is an alternative way to facilitate students’ communicative and collaborative work during their academic activities through negotiation, initiation and conducting their practices. they also mentioned that students could perform effective and communicate meaningfully as the language function since they delivered purposively to fulfil their comprehensive tasks (mafruudloh & fitriati, 2020). the classroom interactions among teachers and students contribute on greater learning atmosphere through whole series of academic activities in classroom practices (rahmat & munir, 2018), by means of ctl, teachers are demanded to create students-centered activities to set up all understanding, knowledge and insights which is meaningful for their academic and non-academic context (amri & ekaningsih, 2018). several students-learning activities from reported previous studies remain beneficial contribution on students’ cognitive, socio affective and motivational performance ( ansi, 2022; benlahcene et al., 2020). however, none of the previous research discussed how classroom interactions among teachers and students conducted in ctl even though it is seen that the entire series of instructional designs fully contain interactions among students -teachers and students with other students. also, the classroom members interactions highlight both in pairs or in groups. thus, this study aims to explore further how the process of classroom interaction provided in ctl and the classification of the irf patters in the learning process carried out by all class members in the literacy community which is focused on young students in one literacy community in west java, indonesia. method research design the present study used a case study proposed by yin (2011) which aims at analyzing classroom interactions that has been conducted during the teaching and learning process in each instructional design carried out in classroom activities. furthermore, the interaction pattern or cycle classification class interaction would also be explored in detail to get an idea of how the patterns of interaction and communication in english classes under the approach of ctl. the present study dealt with some systematic procedures to collect the qualitative data obtained during the teaching and learning process. first, the researchers focused on developing instruments or considering what points will be obtained in face-to-face class interactions. after that, the they collaborated with other student researchers to share tasks during the data collection process which the first researcher served as a teacher who carried out the interaction process during the contextual learning process. then we recorded while students were doing their tasks, assistant teachers, and providers of activity materials during the ctl process. after the video recording data was collected in several class activities, they made a transcript of the obtained video, analyzed transcripts thematically, and compared the research ratnawati, romdah romansyah analyzing efl classroom interaction in contextual teaching and learning among class members 168 results with previous research that related to the current research, also concludes the results of the research that has been conducted. research participants research participants of the present study dealt with 30 young students with multicultural backgrounds such as age, education, family, gender, school and technology readiness, also literacy level. the reason why they were chosen as participants was because the the researchers wanted to collect data from a newly formed literacy community by applying ctl in the learning process. in addition, one teacher and three student researchers were also actively involved in the data collection process which is carried out in a participatory manner in the classroom activities. in terms of age, young students have been classified into two educational levels namely low-grade basic education which includes students from 5-8 years old or kindergarten to grade 3 elementary school. meanwhile, those aged 9 to 11 years old, were classified in high-class basic education. this classification refers to the theory from harmer (2006) in mammadova (2021) which also classified the young learners into some levels in regards to the similar needs of learning and characteristics. the decided considerations to categorize them into two groups are the provision of learning materials and activities to avoid boredom. the educational background of the research participants also colored the diversity of their backgrounds because the majority of them attended islamic schools, some of them are attending regular elementary schools, and the rest of them are enrolling in modern islamic schools with additional curricula. with the aforementioned condition, the researchers considered the process of grouping and giving activities in class. furthermore, the family's point of view is also a consideration background because they have varied family backgrounds with the majority of their families being laborers and the rest being employees of both the private and the state sectors. technology readiness is also a consideration for the background of the researchers because students in the 21st century should have better technological readiness than students who studied in the previous centuries. seeing this urgency, the background of students in this literacy community also varied, ranging from active users of gadgets, having gadgets without free access, and without gadgets and without internet access. finally, the literacy level is a crucial point that must be considered because the majority of them have sufficient education and technology, but the literacy level is considered to be middle to lower position which is indeed a big task not only the partial scope of citizens but also indonesian nation. data collection techniques several video recordings of participant observation were also collected to obtain the required data. in addition, the teacher and 3 student researchers also observed the process of class interaction that systematically conducted during several classroom activities that were implemented throughout ctl. from the collected data, thematic analysis by cohen et al. (2017) was used to proceed the observation data from video recordings and direct observations by researchers. several activity procedures are also systematically carried out, such as the transcription process where video recording is in verbal and non-verbal forms into written language. furthermore, the classification process is also analyzed and celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 169 explored in detail about classroom interactions in the contextual implementation of teaching and learning with the react: reflecting-engaging-activating-cooperating and transferring stages in the literacy community. in addition, the irf pattern is also explored in detail to get an overview of the interaction patterns that occurred in the research process. in addition to the previous process, the researchers also carried out the interpretation process to get some comparative captures from previous studies so that the research being carried out had impact values both pedagogically and practically. the last is the interpreting process where the researchers concluded the results of the study in terms of strengths and weaknesses as well as recommendations that can be drawn from a pedagogical, professional, and practical point of view both in the field of english language learning and educators and in general. findings classroom interaction in ctl classroom interaction amidst the learning process is following the instructional stages of ctl supported by crawford (2001) dealing with react (reflecting-engaging-activating-cooperating-transferring) which has been implemented in the face-to-face learning process in the literacy community at one village in west java, indonesia. the data were collected and analyzed thematically into some percentage results. the highest number of interactions among students and teachers were at the instructional stage on activating with teacher conversed more than students. the data shows that the portion of teacher's speaking talk, giving instructions, and questions asking are 53.6% and students are 46.4%. this shows that activating requires more intensive communication than other instructional stages so that the material transformation process can be carried out optimally. in addition, several activities carried out by the teacher at this stage were drilling, practice, and puppets as well as storytelling. it can be seen from the conversation that the teacher repeatedly trained students to sound the correct english vocabulary with unique intonation to remember so that students input these activities in their long-term memory. the following is an excerpt of how the teacher trains students to pronounce the correct vocabulary in english. excerpt 1 teacher : listen and repeat aftem me, pickup truck, pickup truck, pickup truck (unique intonation) students : [following teachers’ intonation] pickup truck, pickup truck, pickup truck (unique intonation) in addition, to activate students' knowledge about the characters of the story, students are invited to watch storytelling with puppets about the name of the cow animal puppet (the puppet is called coco). in contrast, the least number of class interaction data was transferring instructional stage with the opposite portion where students dominated at this stage with the number of conversational presentations was 95.7% and teacher’s talk was at 4.3%. this stage accommodates and provides more opportunities for ratnawati, romdah romansyah analyzing efl classroom interaction in contextual teaching and learning among class members 170 students to express their proficiency to the material they have learned. in addition, at this stage, the teacher has measured students' abilities in the learning process through a performance-based assessment. based on the results of the data that has been analyzed, the teacher provided learning activities in the form of pictureanswering and spelling activities. interestingly, the analyzed data, the video recording analysis, showed that student interactions were also more than teacher interactions at the cooperative instructional stage at 40 times the number of utterances and 30 times the utterances respectively expressed in class interaction among student members in learning activities focused on matching picture activities in pairs. the found data indicated clearly that the teacher offered convenience instructions about the procedures for playing the game. after that, they responded to the instructions given by the teacher with physical responses to prepare vocabularies that they had to report to the teacher. after they complete their assignments, they could report their works to her and the example is provided according to the following excerpt. excerpt 2 teacher : are you ready? students : yes, i am ready. [they look for mates who hold their matching pictures or words of cards]. in same time, they shouted, aeroplane!, car!, bicycle, etc [they looked enjoying the activities of finding the partners] teacher : time to report students : [in pairs, students show the picture and word card, then they pronounced and spelled the word matched the picture]. pickup truck [pairs pronunciation], p-i-c-k-u-p-t-r-u-c-k furthermore, the data that has been found and analyzed at the reflecting stage revealed that the teacher's utterance was 61.5% while the student's talk is positioned lower with a percentage of 38.5%. judging from the description of the data, the teacher carried out several reflection activities which emphasized the contextualization of students' prior knowledge with their needs and circumstances in their daily life through several activities such as prayer habits, brainstorming, and naming the puppets used in storytelling. in addition, the engaging instructional stage also revealed data that the teacher's talk was more than that of students with 56.8% and 44.2% respectively. based on the description of the transcript, she was seen several times using gestures to give english instructions to her students. all the data previously presented, the fact showed that all classroom interactions carried out among classroom members both verbally and non-verbally are by the react contextual teaching and learning instructional stages with the following infographic information. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 171 table 1. students-teacher interaction in contextual teaching and learning from table 1, the presented data shows that the process of interaction among teacher and students in the teaching and learning process throughout the learning activities which occurred at each react instructional stage ctl with data presentation evenly distributed with relevant portions at each stage. from the information in the aforementioned table, the presented interaction including communication, talk and gesturing in the classroom which have almost balanced portion among them are in three types of stages: engaging, activating, and cooperating. at this stage, they carried out several activities that supported the referred activities to several activities such as drilling, practice, journaling, field trips, and joint assignments both in groups and pairs. furthermore, activities in cooperating emphasized student-centered activities such as performance-based assessment, portfolios, and student creations. in the performance-based assessment section, she facilitated students with activities that measure students' abilities according to the material that has been learned, such as pronunciation practice on the flashcard transportation they mastered. in addition, the portfolio was also conducted during the learning process by enhancing students’ activity and students’ collaboration with others, such as the use of waste as a means of transportation with a project-end outcomes. finally, they created art creations or handicraft to improve students' abilities at this stage through several activities such as utilizing organic waste as a means of transportation with collages, labeling, and presenting. interaction pattern classification in ctl the analysis results of video recordings data have found 8 categories of class interactions carried out by teachers and students in the learning community in question starting from the opening to the end of the academic activities. referring to the class interaction theory supported by sinclair and coulthard (1975) in ayouni (2019) that the dominantly used class interaction cycle is irf (initiation-responsefeedback). the data showed that the type of cycle or pattern of irf interactions occurred with the highest percentage with 47.4% during the whole activities of learning process. furthermore, the type of ir interaction ranked second position with a total presentation of 44.9% while the remaining 7.8% presented data was distributed over other types of interactions with several types of unique interaction patterns among students and teachers during the learning process which is briefly described in the following table. no stages point of view number percentage 1 reflecting teachers 24 61.5% students 15 38.5% 2 engaging teachers 25 56.8% students 19 44.2% 3 activating teachers 52 53.6% students 45 46.4% 4 cooperating teachers 30 42.6%% students 40 57.1% 5 transferring teachers 1 4.3% students 22 95.7% ratnawati, romdah romansyah analyzing efl classroom interaction in contextual teaching and learning among class members 172 table 2. interaction pattern classification in ctl no interaction cycle number percentage 1 initiation-response (ir) 35 44.9% 2 initiation-response-feedback (ifr) 37 47.4% 3 initiation (students)-response (students) 1 1.3% 4 initiation-response-feedback-response-feedback (irfrf) 1 1.3% 5 initiation-response-feedback-response (irfr) 1 1.3% 6 response-feedback-response-response (rfrr) 1 1.3% 7 initiation-response-feedback-response-initiation (irfri) 1 1.3% 8 response-no feedback (r0) 1 1.3% total 78 100% from table 2 information, the presented data showed that the majority of the interaction patterns among teacher and students occurred in the irf (initiationresponse-feedback) pattern noted 37 times during the study on a percentage of 47.4% during the classroom activities. this communication pattern was found in several activities or stages of reflecting, activating, and engaging ctl with initiation starting from the teacher, then students responded and she returned both verbal feedback such as praise and non-verbal feedback such as nodding in agreement, smiling and thumbs up. in addition, the ir (initiation-response) interaction pattern was ranked number 2 with occurrences of 35 (44.9%). this pattern occurred in repeated activities in the activating stage in the drilling activity process where the teacher gave initiation or spelling instructions and students responded teacher instructions simultaneously. furthermore, the pattern of interaction between students also took place during the learning process in the form of initiation (students)-response (students) with the number of occurrences 1 time at a percentage of 1.3%. this occurs pattern when he (male student) gives explanations to their classmates who need more explanation from their teacher. in addition, other patterns as depicted in the table also occurred during the communication process among students and teachers during the implementation of ctl. discussion from the data findings that have been presented in the previous section, several points are discussed in detail about the classroom interactions that occurred at the ctl stages and the interaction patterns in classroom communication at the intended face-to-face meeting. all instructional stages in ctl performed interaction dynamically with specific communication portions that spread from the stages of reflecting, engaging, activating, cooperating, and transferring. from the findings of the referred data, the researchers found that the first stage of reflecting, engaging, and activating provided the opportunity for the teacher to dominate the conversation in class to transform, review, tell the material, and drill students. the data in line with previous research which emerged that most common teachers’ strategy in teaching pronunciation is imitation and repetition (jafari et al., 2022). in addition, this stage is a crucial communication that must be conveyed by the teacher to students because she has a larger portion of teacher talk than the students. this finding agrees with the statement written by (harmer, 2008) which states that the esa stages: engaging-studying and activating accommodate the communication needs of the class according to the inverted pyramid where teacher talk at the engaging and studying stages is around 60 to 70 percent, then the celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 173 activating stage has a portion of 30 percent. the two stages presented by both experts about activating have different meanings and scopes, where activating in crawford (2001) refers to activities that emphasize teacher accommodation in providing an overview, analogy, and integrated practice about the material being studied so that interaction the teacher still dominates while activating (harmer, 2006) in mammadova (2021) are focused on student practice activities both as a whole, in groups and individuals as it is compared at the stage of cooperating and transferring. this is also following previous research conducted by (hakim et al., 2020) which described that activating has an important role in the formation of habituation patterns carried out by research participants so it has become the most important part of class communication is tendenciously highlighted at this instructional stage. second, physical or non-verbal communication performed by students provides a unique description of the interactions provided by students to understand or carry out teacher instructions which dominate at the cooperative stage. it is a normal phenomenon for young learners to express their responses, ideas, or do something (nuraeni, 2019). regarding to answer second research question which deals with classroom interaction pattern occurred in the face-to-face meeting in literacy community also corroborates preliminary study which focusing on the dominant pattern irf in classroom activities (ayouni, 2019). this fact found that various activities among teacher and students transformed several ideas and information and also some stages of ctl accommodate the students’ talk more than teacher’s talk (agbashi & madhichie, 2020). thus, the consideration of the irf classroom interaction pattern occurred in classroom activities is to facilitate teacher’s talk in delivering material to students so that her students get more understanding and of course to promote effective classroom communication among classroom members ( lin et al., 2019; shellayukti, 2020). conclusion the present study sought answers to intended research questions that focus on how teacher and students interact face-to-face in the contextual learning approach and then how they implement the patterns of interaction and communication to the whole teaching and learning process. first, the interaction and communication between teachers and students took place dynamically at each stage of react (reflecting-engaging-activating-cooperating and transferring) with a balanced portion among teacher and students and vice versa so it is assumed that the ctl approach can be an alternative for other learning practices to provide a good experience in encouraging students to be active students to engage in all classroom activities in face-to-face meetings. second, the irf (initiation-responsefeedback) interaction pattern also dominates the interaction during the learning process so that this can also be used by other teachers in their classroom practice to provide a similar pattern for effective learning communication. in addition, despite the present study provides pedagogical implications, limitation and recommendations to further study which highlight students-centered activities in face-to-face learning post covid-19 era are also offered. other researchers or educators may apply this learning approach in contextual setting particularly mentioned instructional procedures in classroom activities since its ratnawati, romdah romansyah analyzing efl classroom interaction in contextual teaching and learning among class members 174 beneficial impact and alive classroom interaction among teachers and students, and students to other students. despite of implications, the researchers only focused on the classroom documentary analysis though the dynamics of classroom interaction were influenced by many factors including teachers’ preparation, teachers’ belief on teaching young students, conducive learning atmospheres, and materials are being learnt. this indicates the future studies have greater opportunity to conduct similar issue of research in different point of view to cover some mentioned perspectives so that the findings would be implied in wider context. in addition to the research perspectives, other researchers who would conduct the intended research issue, it might be constructive insight to exert some data collection both quantitatively and qualitatively so each data spans to its different dimension of perspectives. then, the study is only concerned on the mostly homogeneous participations of young students in islamic educational background, the further research is recommended to urge research participants in wider context in regard to the ethnicity, age range, heterogeneity, and gender based so that the findings might useful to capturing indonesian context. acknowledgment the researchers would like to thank the ministry of education and culture of the republic of indonesia, indonesia endowment fund for education (lpdp) from ministry of finance of the republic of indonesia for the grants of hibah riset desa 2022, research and community services unit (lppm) universitas galuh, dean of the faculty of teacher training and education, head of the english language education department of fkip universitas galuh, kampung kb lembur idaman, cidewa dewasari ciamis who have provided financial, academic, spiritual and financial support and gave permission on conducting cemara program (cidewa environmental management and literacy activities) so that this program run accordingly to the scheduled plans. references agbashi, stella & madhichie, j. 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(2020). development of learning tools based on contextual teaching and learning in fifth grade of primary schools. journal of physics: conference series, 1554(1). https://doi.org/10.1088/17426596/1554/1/012077 1 celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index a speech act analysis: illocutionary acts produced by teacher in esl classroom alif aribah yulian, vidya mandarani* english education department, faculty of psychology and education, university of muhammadiyah sidoarjo, indonesia abstract speech acts determine classroom interaction. speech acts consist of all verbal utterances used in classroom communication. this study identified and described the forms of speech acts based on searle’s illocutionary act theory produced by the teacher to the seventh grader of the international class program at smp muhammadiyah 1 sidoarjo. the primary focus was on the utterances of the english as a second language teacher. in this study, researchers employed a descriptive qualitative method. observations and recordings were used to acquire the data. the obtained data were then transcribed and analyzed using nvivo 12 pro. the teacher produces two hundred and sixty-six utterances and four kinds of searle’s illocutionary acts in the english as a second language classroom. sixty-eight of their statements were representative, one hundred fifty-one were directive, five were commissive, and forty-two were expressive. the teacher’s frequent use of instructions suggests that she was conscious of her position as a more powerful individual than her students and efficiently managed and commanded the classroom. keywords: english as a second language teacher, illocutionary acts, speech acts abstrak tindak tutur menentukan interaksi kelas yang mencakup segala ucapan verbal yang digunakan sebagai media dalam komunikasi di kelas. penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan jenis tindak tutur yang dilakukan oleh guru selama kelas bahasa inggris sebagai bahasa kedua di kelas 7 program kelas internasional 1 smp muhammadiyah 1 sidoarjo dengan melihat teori tindakan ilokusi searle. dalam penelitian ini, peneliti menggunakan metode deskriptif kualitatif. subyek utama penelitian ini adalah seorang guru bahasa inggris sebagai bahasa kedua. data dikumpulkan melalui observasi dan rekaman. kemudian, data yang terkumpul ditranskrip dan dianalisis menggunakan nvivo 12 pro. peneliti menemukan ada 266 ucapan dan empat jenis tindak ilokusi searle yang dihasilkan oleh guru dalam bahasa inggris sebagai kelas bahasa kedua. mereka adalah perwakilan dengan 68 ucapan, direktif dengan 151 ucapan, komisif dengan 5 ucapan, dan ekspresif dengan 42 ucapan. penggunaan direktif yang sering menunjukkan bahwa guru menyadari posisinya sebagai orang yang memiliki kekuatan lebih dari siswanya dan guru secara efektif mengelola dan mengontrol kelas. kata kunci: guru bahasa inggris sebagai bahasa kedua, tindak ilokusi, tindak tutur introduction generally, human activity cannot be separated from language activity. language is pivotal in human communication and interaction, including classroom e-issn: 2621-9158 p-issn:2356-0401 *correspondence: vmandarani@umsida.ac.id submitted: 15 november 2022 approved: 20 mei 2023 published: 29 mei 2023 citation: yulian, arif a., & mandarani, v. (2023). a speech act analysis produced by teacher in esl classroom. celtic: a journal of culture, english language teaching, literature and linguistics, 10(1), 112. .doi: 10.22219/celtic.v10i1.23276 mailto:vmandarani@umsida.ac.id alif aribah yulian, vidya mandarani a speech act analysis: illocutionary acts produced by teacher in esl classroom 2 life. language serves three general functions that make communication essential in education: to help teachers convey curriculum, to control communication (including the construction and preservation of social relationships), and reflect personal identity and attitudes (cazden, 2001). learning a language entails more than just picking up a set of linguistic abilities. it also involves learning how to use language appropriately in different contexts. communication is an essential matter, including the use of language to perform successful learning (andewi & waziana, 2019). the effectiveness of the english teaching and learning process in the classroom is contingent on several elements, including the language used by the teacher. each speaker uses a particular greeting or word with a language partner to help the language partner understand their purpose. it could lead to misunderstandings, which then cause communication to break down (bijad alharbi, 2018). thus, a teacher has the option of either speaking explicitly or implicitly. pragmatics is the term given to the subfield of linguistics that focuses on studying language concerning its context. morphology, phonology, syntax, and even semantics are part of this linguistics subfield. it is the concept that each language has a unique set of users and is influenced by the norms, morals, and beliefs of the community where the users live (matiki & kgolo, 2017). it also investigates meanings that are not stated or written down and how we might establish the intended meaning (setyawan & wiraatmaja, 2018). it examines all connections between language and context, one of which is called the speech act. according to searle (mey, 2001), the fundamental or minimum units of linguistic communication are called speech acts. it is produced by actors portraying actual situations in which language conveys ideas. speech acts are any vocal utterances used to communicate in a school context. it determines interactions in the classroom. it also helps teachers realize their regular teaching behaviors when communicating with students (merdana et al., 2013). austin (1962, p.94) first proposed the notion of speech acts by stating that “to say anything is to do something.” in other terms, a speech act is an activity performed through speaking. according to yule (1996), speech act theory is an action performed using language. in line with it, cutting (2002) explained that a speech act is the purpose of utterances such as promises, apologies, and threats. while someone exhibits communicative energy when uttering a speech, it indicates they are doing an illocutionary act. for instance, the phrase “put it out” may have a distinct power behind it. the speaker may say this if he attempts to stop a woman from smoking in a smoke-free environment or observes a window curtain on fire. intentionally uttering certain words contributes to the concept of illocutionary acts. speech acts allow people to make a single utterance by combining several different actions. people can carry out various tasks, including requests, directions, apologies, and promises. as the principal originator of the speech actions’ notions, austin (1962) distinguished between performative and constative speech acts. the performative act is then classified as locutionary, illocutionary, or perlocutionary. the locutionary act is the actual act of speech or the formation of a meaningful linguistic phrase (yule, 1996). illocutionary acts are statements having a specific (conventional) power, such as informing, commanding, warning, promising, and others (austin, celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 3 1962). a statement is given its literal and textual meaning through the locutionary act. in addition, the illocutionary act’s function is to provide an intended meaning behind a statement. as a result, the illocutionary act affects the specific activities the listeners carry out. the term “perlocutionary act” refers to these actions (akmal et al., 2020). according to speech-act theory, a perlocutionary act is an action or psychological state resulting from speaking (yuliani, 2020). from the three classifications, austin further divides illocutionary acts into five parts: verdictives, which refers to decisions made by a judge, jury, arbitrator, or umpire. it is just deciding on anything (e.g., a truth, a value.). exercitives relate to the actual use of power, jurisdiction, or influence. it pertains to supporting or opposing action or cause (bijad alharbi, 2018). commissives are characterized by pledges or other commitments.; behabitives consist of a wide variety of individuals who share similar attitudes and patterns of social behavior, such as expressing condolences, applauding, commending, cursing, and challenging someone. expositives either clarify how our comments fit into an argument or debate flow, how we use the language or are generally explanatory. searle (1979) then put forward his theory of illocutionary acts: assertive or representatives, directives, commissives, expressive, and declarative. assertive or representative is the act of connecting the speaker (or other forceful members of the class) to something being true, to the reality of the thought that is being transmitted. words such as belief, commitment, report, conclusions, and descriptions are examples of this speech act. the speakers use the words they choose to fit the world for conveying their viewpoint. a spoken act used by speakers to persuade another person to do something is known as a directive. ask, order, command, request, beg, plead, implore, entreat, invite, permit, and advise are used to describe this class. the speaker uses directives to fit the world into words (through the listener). commissives are non-verbal actions that make the speaker (again, to varying degrees) commit to some future action. the speaker himself or a member of the group can make assertions such as promises, threats, refusals, or offers. there is always a future action that the speaker takes as part of the propositional content. the purpose of expressive language is to convey how the person in the sincere condition feels about the circumstance described in the propositional content. in an expressive speech, the speaker is not attempting to make the world or the words suit the world. instead, it is accepted that what is being communicated is accurate. the congruence that distinguishes declarative between propositional content and actuality is achieved by the performance of one of its parts. further, this study aims to identify and explain the speech acts performed by the teacher during the esl classroom in 7th grade international class program (icp) 1 of smp muhammadiyah 1 sidoarjo. the theory, scope, and subject matter distinguish this research from others. the discussion of illocutionary acts in this research is more comprehensive than romadani et al. (2019), which just explained forms of directive speech acts in an efl classroom. yulistiana and widyastuti (2022) centered on searle’s assertive illocutionary acts. the results of the study show that in the first presidential debate in 2020, joe biden's assertive illocutionary alif aribah yulian, vidya mandarani a speech act analysis: illocutionary acts produced by teacher in esl classroom 4 acts in the form of three types of interruptions were part of how he presents his thoughts, information, views, and facts in his debate replies. shaharuddin and harun (2022) centered on female student leaders’ speech acts in a malaysian secondary school, and theory by bach and harnish was used as the underlying framework of their research. rohma and wafa (2022) focused on speech act that used by doctors in communicating with patients at waluyo jati hospital. the result showed that asking became the most dominant type that used by the doctor to improve interaction with patient, provide new information about the disease, and know the difference between diseases, and understand the patient’s complaints. also, it is opposed to christianto’s (2020) investigation of cruse’s types of speech acts found in the interactions between the teachers and students. according to his research, there are three sorts of speech acts: locutionary act, illocutionary act, and perlocutionary act. teachers and students conducted a locutionary act when they said phrases with unclear meanings. conversely, an illocutionary act was committed when the utterances conveyed specific intentions for the listener. perlocutionary performance was conducted when the audience responded to the speaker’s words and provided feedback. from those studies, the researchers found that no one has comprehensively undertaken a specific study of illocutionary acts. therefore, the researchers limited the scope to the types of illocutionary speech proposed by searle (1979): assertive, directive, commisives, expressive, and declarative. in addition, this research is similar to the study of basra and thoyyibah (2017), who analyzed the speech acts classification used by an efl teacher during the learning process. they found out that the choice of speech act classification affects the teaching approach and vice versa. the teacher argued that her reasons for using more directive speech act were only to get students to talk more. however, in this research, the researchers took a different subject and place from the previous researchers. smp muhammadiyah 1 sidoarjo, one of sidoarjo’s islamic junior high school levels, was chosen as the site of this research. in grades 7 and 8, classes are divided into several programs: boarding, entrepreneur, international, and science and technology. all students in the international class program (icp) are expected to have superior english language skills while at school. therefore, they have an additional program called “esl classroom”, where they must actively communicate in english. the term "esl classroom'' is used by the school to indicate that english is the second language that is regularly used at the school, especially for the icp students. this research provides theoretical insights into linguistics, particularly the study of pragmatics with a focus on speech acts, which is one of the most critical areas of study in linguistics presently. in a more specific sense, it is envisaged that the outcomes of this research will contribute to the implementation of speech actions in educational environments. this research may be employed to reflect on the correct execution of speech acts throughout the teaching and learning process. future english instruction may be evaluated in terms of speech acts. moreover, this study’s research question addresses the illocutionary acts and types of illocutionary produced by the esl teacher in the seventh-grade international class program (icp) 1 classroom. celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 5 method in this study, descriptive qualitative methodology was used to characterize (explain) current happenings. the researchers focus more on describing and analyzing speech from teachers in english as a second language class, so that it is more appropriate to use descriptive qualitative research. according to creswell & poth (2016), collecting data in a natural context is one of the defining traits of qualitative research. in this research, the primary data to examine was a natural context of interaction between an esl teacher of grade 7 icp 1 of smp muhammadiyah 1 sidoarjo and 24 students of grade 7 icp 1 during the esl classroom. the primary focus of this study was the esl teacher. the students were also a part of this study since the teacher conversed with them while instructing and studying how to sustain contact with students. since this research depended on classroom talks for data collection, a sample was selected using purposive sampling. it is a sampling technique that includes specific considerations or criteria. the criteria used in this sampling were: teachers who have good communication with students, since students and teachers must actively participate in the learning process; and teachers who produce a lot of speech acts during the teaching and learning process. the data were collected through observation and recordings for approximately 103 minutes, in which note-taking and a mobile phone were used. moreover, photographs may be used as credible documentation of the learning process. the gathered data was then evaluated as described below. first, researchers watched and videotaped teacher-student interactions throughout two classroom sessions. the second step was transcribing the audio data collected by the researchers. the transcribed data is then imported to nvivo 12 pro for further coding and analysis. a content analysis method can be used with nvivo 12 pro. it is data analysis software that can compile various data types (e.g., text, audio, video, photos, news articles, spreadsheets, online surveys, web content, and social media). it is also a user-friendly interface (gandasari & dwidienawati, 2020). nvivo 12 pro was used to organize and analyze the word-formatted data for this investigation. the researchers analyze solely the teacher’s speech actions, which are then classed according to searle’s (1979) illocutionary act theory: representational or assertive, directive, declarative, commissive, and expressive. findings in this section, a detailed description of the data analysis is presented. the esl teacher in the esl classroom at grade 7 icp 1 of smp muhammadiyah 1 sidoarjo generated various speech acts, including these data results. searle (1979) classified illocutionary acts into five: representative or assertive, directive, declarative, commissive, and expressive. table 1 illustrates the distribution of each speech act performed by an esl teacher: table 1. esl teacher examples of searle's illocutionary acts speech acts frequency assertive or representative 68 directive 151 declarative 0 commissive 5 expressive 42 total 266 alif aribah yulian, vidya mandarani a speech act analysis: illocutionary acts produced by teacher in esl classroom 6 (01) t: “where did you watch the movie? netflix?” s7: “in theater” the researchers identified 266 utterances and four categories of searle’s illocutionary actions made by the esl instructor in the esl classroom based on table 1. they were representative, directive, commissive, and expressive, but the teacher made no declarative remark. in addition, the table reveals that the teacher’s most frequent speech behavior was directive, with 151 utterances. among the other categories, representative speech performances ranked second. representatives were referenced 68 times out of the total number of utterances. subsequently, expressive occurred 42 times across all utterances. in addition, the category with the fewest occurrences is commissive, with just five instances. directive illocutionary acts the first form of speech act the teacher employs is directive. there may have been as many as 151 statements. a directive is a speech act used by the speaker to urge the listener to undertake a particular action (rizma yanti & amin, 2021). it includes asking (88 utterances), ordering (15 utterances), warning (6 utterances), pleading (2 utterances), requesting (19 utterances), prohibiting (1 utterance), inviting (12 utterances), directing (3 utterances), suggesting (4 utterances), and advising (1 utterance). these two directive functions, along with several instances drawn from the data supplied below, will be discussed in depth in this study. asking with 89 occurrences, asking is the most frequent phrase. the teacher inquired where the students had seen their most recent film. the utterance is a directed illocutionary act since the teacher employs this query style to collect information from students. request the example above depicts the teacher’s request to the student to speak louder if they do not want to take off their masks. it is communicated by the teacher so that she can hear the students’ voices. representative illocutionary acts (02) t: “if you don't want to take off your mask, please speak louder” celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 7 (03) t: “you have to do is just to put on the words in correct order and ask the question from here to your friend. after you… after these questions, em... you have to present to me, you got to tell me” (04) s3: “miss, why didn't you tell us before? we, the boys, have only completed part a” t: “all. you have to do all.” a representative speech is an utterance in which the speaker’s objective is to persuade the listener that the promotional content of the utterance is actual. in other words, the speaker is trying to sell something. during the esl classroom process, it was found that the representative appeared in 68 utterances. the representative illocutionary acts performed by the teacher include informing (9 utterances), assuming (4 utterances), explaining (17 utterances), asserting (12 utterances), stating (13 utterances), agreeing (8 utterances), and disagreeing (5 utterances). the following data will be used to demonstrate two representative or assertive functions and provide instances from those functions. informing the preceding utterance may be categorized as an informing illocutionary act. the teacher informs the student of expectations throughout the teaching and learning process. the teacher instructed the students to rearrange the jumbled questions on their papers. then, they must conduct brief interviews with one another using the questions they have gathered. after obtaining each other’s response, they must deliver it to the teacher. asserting the above assertions may be categorized as illocutionary acts. the teacher insists that all the jumbled questions on the student worksheets must be completed and organized. expressive illocutionary acts expressive acts emphasize the speaker’s feelings or attitude toward a particular circumstance (searle, 1976). based on research findings, expressive occupied third place with 42 utterances. among them are thanking (12 utterances), apologizing (5 utterances), joking (2 utterances), sorrow (3 utterances), stating surprise (8 utterances), stating annoyance (1 utterance), deploring (2 utterances), greeting (1 utterance), leave-taking (3 utterances), hoping (2 utterances), and praising (3 alif aribah yulian, vidya mandarani a speech act analysis: illocutionary acts produced by teacher in esl classroom 8 utterances). in the data supplied below, two expressive functions will be discussed along with examples. thanking the utterance “thank you” is mainly spoken by teachers of the expressive type. the teacher said thanks to the students as a form of appreciation for being brave and willing to present themselves. it is also an excellent example for students always to be grateful and appreciative. praising the utterance mentioned above is a sort of praise that is part of the expressive act. the teacher spoke these phrases to compliment the students’ work, which was quite remarkable, and she did so without hesitation. commisive illocutionary acts a commisive is a form of speaking act used to make a future commitment. the commissive type is present in at least five utterances. the categories of commissives discovered in this research were promising (3 utterances) and offering (2 utterances). promising the preceding statement is an example of a promise, a form of compassionate action. the teacher assured students that today’s activities would resume tomorrow since the allotted time for learning had passed. offering the objective of an offering is to inquire about someone’s willingness to perform or participate in something. the utterance above contains an offer since the teacher asks the student whether she wants to perform first. (06) t: “yeah. it is beautiful. beautiful handwriting” (05) t: “okay, already six questions. thank you” (07) t: “you’re the last. because it’s time for another subject. we can continue tomorrow” (08) t: “come on. you first?” s13: “yes. but which one?” celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 9 declarative illocutionary acts yule (1996) highlighted that the declarative act affects the world of the hearer with the words spoken by the speaker. the teacher employs only four categories of illocutionary acts in the classroom. the teacher does not utter declarative speech acts. discussion this section discusses the information received from the observation. in this study, the researchers discuss on illocutionary acts used by the teacher based on searle’s (1979). the core of the theory of speech actions is illocutionary acts, which indicate how the entire utterance is interpreted in conversation (juvrianto, 2018). in this study, the researchers revealed that the smp muhammadiyah 1 sidoarjo esl teacher uses four unique forms of illocutionary in the classroom. these communication styles are directive, representative, commissive, and expressive. in the directive utterances uttered by the teacher, it appears that the teacher asks something to stimulate response to the questions posed by the teacher so that communication goes well. apart from asking questions, the teacher also directly asks students to do something, such as when the teacher wants students to be louder, the teacher asks students to take off their masks. this has the same goal of facilitating the process of communication between teachers and students. communication can also be done with suggesting, directing, recalling, warning, banning, persuading (swastiana & putra in, 2020), interrupting, and motivating (nuruddin hidayat et al., 2022). this research comprises requesting, banning, pleading, inviting, directing, proposing, and advising. it also involves asking, ordering, threatening, pleading, and requesting. the “ask” command was discovered to appear more often than any other kind. the purposes of the assertive speaking act of asking are to seek clarification, explanation, or understanding about something the listener wants to know more about (sinaga et al., 2019). in using directive illocutionary acts, the teacher can communicate well to students, because students can give the right response as intended by the teacher. this shows that the illocutionary acts used by the teacher in the form of asking, ordering, warning, pleading, requesting, prohibiting, inviting, directing, suggesting, and advising are well conveyed and understood by students. regarding representative, it is a speech intended to transmit a specific notion, where the speakers connect to the reality of the proposition expressed or confidence expressed to the speaker’s partners (budiasih, 2018). searle (1979) narrated that the verbs included hypothesizing, stating, complaining, boasting, concluding, and deducing. all members of the assertive class are evaluable on the true and false assessment dimension (searle, 1979). therefore, the word confirming, correcting, agreeing, disagreeing, explaining, informing, stating, predicting, describing, identifying (swastiana & putra in, 2020), announcing, clarifying, asserting, and completion (nuruddin hidayat et al., 2022), support, deduce, assuming, suspect (mukhroji, 2020), claiming, arguing, swearing (subagiasih et al., 2018), telling, demanding, and reporting (yuliani, 2020). in this study, it was found that representative acts occurred with 68 utterances. it includes alif aribah yulian, vidya mandarani a speech act analysis: illocutionary acts produced by teacher in esl classroom 10 informing, assuming, explaining, asserting, stating, agreeing, and disagreeing. the teacher might communicate the truth to the students by employing a representative since the truth can be confirmed. the teacher used “explaining” the most because the teacher had a specific purpose of telling students what they should do and what they did not get in the teacher’s explanation at the beginning. expressive acts express the speaker’s feelings or views (puspitorini & atmapratiwi, 2019). the speaker is not seeking to make the reality correspond with the words or the words correspond with the world; instead, the truth of the message is presumed. “thanking,” “congratulate,” “apologize,” “condole,” “deplore,” and “welcome” are examples of expressive verbs (searle, 1979). other verbs are greeting, praising, wishing, stating surprise, stating pleasure, stating annoyance, stating dislike, stating anger, leave-taking (swastiana & putra in, 2020), and appreciating (nuruddin hidayat et al., 2022), and sorrow (mukhroji, 2020). among those found in this study are thanking, apologizing, joking, sorrowing, stating surprise, annoyance, deploring, greeting, leave-taking, hoping, and praising, with a total of 42 utterances. the teacher tended to express the word “thank you” during class interactions. the teacher expressed those words the most because the teacher felt grateful for what the students had done. commissives are illocutionary acts that intend to obligate the speaker to some future action (again, to varying degrees) (searle, 1979). the verbs included in commissive are promising, offering, granting (swastiana & putra in, 2020), threats, rejections, and guarantees (wahyu santosa & kurniadi, 2020). here, commissive illocutionary act is used by the teacher when performing promising, namely when the teacher promises to continue class at the next schedule and offering is done when the teacher appoints students to answer questions. conclusion the researchers discovered four illocutionary forms an esl teacher used during the esl class in smp muhammadiyah 1 sidoarjo: directive, representative, commissive, and expressive. the teacher uses directive illocutionary act when the teacher asks students to do something as ordered by the teacher. in representative illocutionary act, the teacher is more focused on providing knowledge or information to students about the material being discussed. in expressive illocutionary act, the teacher expresses thanks and praises students. in the commissive illocutionary act, the teacher makes a promise and offers to students to answer questions. future researchers who plan to do similar studies must incorporate an enormous number and diversity of data since it has not yet been examined in this study. moreover, they may achieve some advancement as a result of this research. references akmal, s., fitriah, & zafirah, h. 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(2022). assertive illocutionary acts on interruption by joe biden in the 2020 first presidential debate. celtic: a journal of culture, 9(1), 135–148. https://doi.org/10.22219/celtic.v9i1 1 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index the incorporation of communication skills in public speaking course syllabus at english language education study program luthfia putri utami, siti drivoka sulistyaningrum* universitas negeri jakarta, indonesia abstract communication skills have been considered as an essential skill and element of employability in the 21st-century, because these skills are needed for workplace adaptability competitiveness. therefore, it also affects the field of education and integrating communication skills in the curriculum are urgently needed. hence, this study aimed to explore the extent to which communication skills are incorporated, along with the syllabus components that have been incorporated into communication skills. to conduct this content analysis, the statements (words, phrases, and sentences) in the syllabus were collected and 12 out of 35 indicators of communication skills are employed. the data source of this study was the syllabus for the 4th semester of public speaking course in 2020 at university x in jakarta. it was found that 11 out of 12 indicators were incorporated into the syllabus. moreover, it turned out the indicators appear to be incorporated in 7 out of 12 components of syllabus, which are: course identification, course description, learning outcomes, course goal, materials, learning methods, and task description. the result reveals that the communication skills are already incorporated but still limited and the syllabus needs further revisions in order to meet the communication skills indicators. keywords: communication skills; public speaking course; syllabus abstrak keterampilan komunikasi telah dipandang sebagai keterampilan dan elemen penting dalam dunia kerja di abad ke-21 karena keterampilan ini diperlukan guna kemampuan beradaptasi dan berkompetisi di tempat kerja. maka dari itu, hal ini juga mempengaruhi bidang pendidikan, sehingga mengintegrasikan keterampilan komunikasi dalam kurikulum sangat dibutuhkan. oleh karena itu, penelitian ini bertujuan untuk mengetahui sejauh mana keterampilan komunikasi dimasukkan, beserta komponen-komponen silabus yang telah dimasukkan keterampilan komunikasi. untuk melakukan analisis isi ini, pernyataan (kata, frasa, dan kalimat) dalam silabus dikumpulkan dan 12 dari 35 indikator keterampilan komunikasi digunakan. sumber data penelitian ini adalah silabus mata kuliah public speaking semester 4 tahun 2020 di universitas x yang berada di jakarta. ditemukan bahwa 11 dari 12 indikator telah masuk ke dalam silabus. selain itu, indikator-indikator tersebut tergabung dalam 7 dari 12 komponen silabus, yaitu: identifikasi mata kuliah, deskripsi mata kuliah, capaian pembelajaran mata kuliah (cpmk), sub-cpmk, materi, kegiatan pembelajaran (metode), dan deskripsi tugas. hasil penelitian menunjukkan bahwa keterampilan komunikasi sudah dimasukkan ke dalam silabus namun masih diperlukan revisi lebih lanjut untuk memenuhi indikator keterampilan komunikasi. kata kunci: keterampilan komunikasi; mata kuliah public speaking; silabus introduction in recent years, the pace of change in the 21st century is moving rapidly toward various sectors of life, including the education sector (schwab, 2017). how people communicate has changed drastically with the advent of emerging technology in the 21st century. it is well recognized that incorporating 21st-century e-issn: 2621-9158 p-issn:2356-0401 *correspondence: drivoka@unj.ac.id submitted: 4 october 2021 approved: 29 march 2022 published: 6 june 2022 citation: utami, l. p., & sulistyaningrum, s. d. (2022). the incorporation of communication skills in public speaking course syllabus at english language education study program. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1),1-20. doi: 10.22219/celtic.v9i1.18281. luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 2 skills, especially communication skills, into the classroom are key to success (bolstad, gilbert, mcdowall, bull, boyd & hipkins, 2012). kaburise (2016) also stated that communication skills have been identified as vital soft skills and a contributing factor to employability in the 21st-century. communication skills are considered as critical skills in the workplace because it is one of the skills needed in order to be able to survive and adapt in the workplace (atc21s, 2012). it is generally accepted that communication skills are a core essential of the 21stcentury skills needed in this fourth industrial revolution and needed to be incorporated into the curriculum. fadel, bialik and trilling (2015) found, there are four specific skills were considered the most essential, all of which were categorized as learning and innovation skills in partnership for 21st century’s framework. these skills were then deemed as key skills for 21st century education and became collectively referred to as 4cs, consisting of critical thinking and problem solving, communication, collaboration, and creativity and innovation. radifan and dewanti (2020) highlight how 4cs, such as communication skills, are incorporated into senior high school english lesson plans, as well as investigating the lesson plan components in which those skills are incorporated. another researcher, kaushal (2018) did a study on incorporating employability skills in engineering education, their analysis focused on the syllabus and teaching methods used in communication skills classes in the colleges. however, there are still a limited number of studies that investigated how communication skills are incorporated into the syllabus of public speaking in university. the communication skills in this public speaking course are expected can be applied into the real world. furthermore, language education in the 21st century according to eaton (2010) is no longer based on grammar, memorization, and rote learning. instead, it focuses more on using language and cultural understanding to interact and engage with people all over the world. as a result, educators are being pushed to find ways to incorporate these established skills into the lessons. in that way, students have enough time to practice and master these skills in the course of their daily routines. according to marinho, medeiros, gama and teixeira (2017), 63,9% of the students have a fear of public speaking and 89,3% of the students would prefer their undergraduate program to include lessons to enhance public speaking. in response to this matter, prior studies have been conducted by some researchers regarding how communication skills are incorporated into the syllabus. one such study is by zuwanda, sumarni and sulistyaningrum (2021), which conducted a study that used a qualitative descriptive method. their analysis focused on designing life and career skills-incorporated speaking syllabuses for english language education study program by conducting a need analysis of life and career skills, including oral communication skills, towards nineteen syllabuses for speaking courses from six universities in indonesia. the findings reveal that life and career skills have been incorporated implicitly and explicitly into speaking syllabuses and oral communication competence mainly appeared in the course description, learning objectives, learning outcomes, materials, and teaching method. kaushal (2018) also did a study on incorporating employability skills in engineering education, their analysis focused on the syllabus and teaching celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 3 methods used in communication skills classes in the colleges. it was found that on reviewing the syllabi, most of the contact time was allotted to the theory of communication and very little activity or discussion, interaction time was reserved. in conclusion, the communication skills which are mostly taught to engineers through the chalk and talk method have failed to yield results. the researcher suggests some changes in the methodology of teaching communication skills to engineering students and the syllabus can be substantiated by some teambased activities like making a group presentation or a group discussion on some challenging topic. furthermore, menggo, suastra, budiarsa and padmadewi (2019) focused their analysis on the types of learners’ target needs and learning needs for material development in the academic english-speaking course. the study’s findings revealed that the students’ wants strongly indicated that material design must be able to promote 21st-century skills. students' desires for course design included communication and collaboration. discussion as a technique is sought, group work as a classroom setting, and active communicator as the learners' role. wicaksono (2015) also did a study regarding group work for tertiary students learning, it revealed that group work could facilitate students in working effectively and actively through a strong engagement in group discussion. however, even though there have been studies on teachers’ comprehension and implementation of 21st-century skills, there appears to be a limited of studies that investigate the incorporation of communication skills in the syllabus, despite their importance. zuwanda et al. (2021) found oral communication competence mainly appeared in five components of the syllabus, which are: course description, learning objectives, learning outcomes, materials, and teaching method. according to that, this study should investigate further in which components of syllabus that incorporated communication skills in this public speaking course syllabus. moreover, kaushal (2018) analysed the syllabus made based on the teacher’s thinking. it was stated that the most common method used for teaching communication skills was lecture mode due to a shortage of time and a lengthy syllabus. meanwhile, this is contrary to the findings of a study from menggo et al. (2019) which says that students need more practical learning methods. it is said that students want a strong material design that must be able to promote 21stcentury skills, including communication skills, such as speaking tasks, discussions, and group work. this gap has led the researchers to further investigate this study, especially in the public speaking course syllabus at english language education study program as the initial purpose of this study was conducted. communication skills researchers from the assessment and teaching of 21st century skills (atc21s) stated that 21st-century skills may be divided into four categories: ways of thinking, ways of working, tools for working, and skills for living in the world. based on that, communication and collaboration skills are included in ways of working. both of these skills are two important skills in the workplace because it is two skills needed to survive and adapt in the workplace. as figure 1 shows how many of the 21st-century skills identified by atc21s can be captured by the taxonomy, the exceptions are communication, collaboration, and ict literacy. luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 4 figure 1. mapping of 21st century skills (atc21s conceptualization) onto anderson and krathwohl’s (2001) revised hierarchy of bloom’s cognitive domain table 1 shows the four broad categories of 21st-century skills grouped by atc21s (2012). within these categories, they identified ten skills as encapsulating all others and accommodating all approaches. from the table 1 shows that atc21s, partnership for 21st-century skills, lisbon council, iste nets, and ets iskill emphasize communication skills include in ways of working. in other words, it is implicate that communication skills can be incorporated in curriculum (syllabus). table 1. categories of 21st-century skills based on atc21s (2012) atc21s 21st-century skills reviewed by atc21s 21stcentury skill category 21st-century skills partnership for 21stcentury skills (2013) lisbon council (2007) iste nets (2013) ets iskill (2013) ways of thinking creativity & innovation creativity & innovation creativity & innovation creativity & innovation critical thinking problem solving decision making critical thinking problem solving decision making problem solving critical thinking problem solving decision making critical thinking problem solving learning to learn metacognition ways of communication communication communication communication celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 5 atc21s 21st-century skills reviewed by atc21s working collaboration collaboration collaboration collaboration tools for working information literacy information literacy media literacy information literacy information literacy information literacy ict literacy ict operation and concepts ict operation and concepts ict operation and concepts ict operation and concepts ict operation and concepts living in the world citizenship life and career e.g. initiative flexibility leadership flexibility adaptability initiative self-direction personal and social responsibility furthermore, partnership for 21st century (2019) stated successful communication necessitates not only the capacity to successfully convey thoughts and ideas but also the ability to properly listen to and understand context, as well as the ability to communicate effectively in a variety of settings. to have communication skills, one must be able to employ a variety of media and technology, as well as identify their efficacy, analyze their impacts, and predict their efficacy a priori. trilling and fadel (2009) also defined communication skills as the ability to effectively express thoughts and ideas using oral, written, and nonverbal communication skills, listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions, use communication to inform, advise, inspire, and convince, use various media and technologies, and interact effectively in a variety of situations. in line with that, hymes (1972) in schriffin, tannen and hamilton (2001) also said that being communicatively skilled meant knowing when to speak, to whom to speak, where to speak, and how to speak in suitable linguistic ways. furthermore, metusalem, belenky and dicerbo (2017) also stated that effective communication requires skills that support the successful conveying of meaning and, ultimately, the achieving of desired outcomes. syllabus according to slattery and carlson (2005), the syllabus is a ubiquitous aspect of the teaching process that encourages teaching and learning by communicating the general pattern of the course, so that a course does not feel like a series of disjointed tasks and events, but rather a well-planned and substantive path. richards (2001) also defined a syllabus as a document that specifies the content of a course of instruction and defines what will be taught and tested. another researcher, gannon (2018) defined syllabus as a kind of promise for students to show them what they will be able to do after taking a particular course. it could be concluded that a syllabus is a document in academic settings to which contents such as assignments and activities as part of the teaching-learning process are specified and organized. a syllabus, in other words, is more detailed and concrete than a curriculum, and a curriculum may comprise many syllabi. table 2, illustrates components of syllabus according to gannon (2018), richards (2001), sinor and kaplan (2012), slattery and carlson (2005), and luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 6 national standard for higher education by menteri pendidikan dan kebudayaan (2020). table 2. components of syllabus no. concept/theory of syllabus components of syllabus 1 gannon (2018); sinor & kaplan (2012); national standard for higher education by menteri pendidikan dan kebudayaan (2020) course identification; consist of course title, name of the study program, total credits hours, lecturer’s name, and a description of how the course will be conducted. 2 gannon (2018); slattery & carlson (2005) lecture’s contact details; includes lecturer’s office, contact information, operational hours, method of contacting lecturer. 3 sinor & kaplan (2012); slattery & carlson (2005) course description; it gives an idea of the course content and objectives. 4 gannon (2018); richards (2001); slattery & carlson (2005); national standard for higher education by menteri pendidikan dan kebudayaan (2020) learning outcomes; it describe the overall aim of a syllabus, assist students understand to which extent the course will help them develop their knowledge and skills, it also specify what students will be able to do as a result of taking the course. 5 gannon (2018); richards (2001); slattery & carlson (2005); national standard for higher education by menteri pendidikan dan kebudayaan (2020) course goal; it describes the purposes indicated in the learning outcomes in greater detail. 6 gannon (2018); richards (2001); sinor & kaplan (2012); slattery & carlson (2005); national standard for higher education by menteri pendidikan dan kebudayaan (2020) materials; consist of a list of materials that will be used in the course, it can be in form of printed materials such as textbooks, non-printed materials such as video, or materials that can be classified as both, such as online course as well as ways to access them. 7 richards (2001); national standard for higher education by menteri pendidikan dan kebudayaan (2020) learning methods; describes the steps taken to help the learning process to achieve the learning outcomes. 8 slattery & carlson (2005); national standard for higher education by menteri pendidikan dan kebudayaan (2020) task description; it consists of the statements of scope for each of the project activities to be done by the students for the whole semester. 9 gannon (2018); richards (2001); slattery & carlson (2005); national standard for higher education by menteri pendidikan dan kebudayaan (2020) assessment criteria; included a grading scheme and scale. it help the students to assist them develop (formative) and to assess their achievement. 10 gannon (2018); sinor & kaplan (2012) course policies; this section covers topic such as attendance, late or missing assignments and exams, and academic honesty. 11 national standard for higher education by menteri pendidikan dan kebudayaan (2020) list of references for the course. 12 gannon (2018); sinor & kaplan (2012); slattery & carlson (2005); national standard for higher education by menteri pendidikan dan kebudayaan (2020) course schedule; a description of what happening each week in class and what students will be expected to complete during certain class sessions, when quizzes and/or exams will be offered, and when papers, projects, and other assessments will be submitted. it is include time allocation for each learning process. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 7 public speaking course public speaking is a compulsory subject for student of english language education study program at university x, because speaking is one of the subjects given to students as a way of improving student’s competencies through language. moreover, public speaking is a vital means of communication; it is a part of talk as performance, which includes aspects such of audience and setting, structure construction, language formality, and method of delivery. furthermore, public speaking requires students to think critically and logically, distinguish between facts from opinions, judge the credibility of statements, and evaluate the soundness of evidence. it teaches students how to give a speech that is both coherent and cohesive, as well as how to think clearly and accurately while arranging their thoughts into a good arrangement (lucas, 2009). there are two ways of distinguishing the tasks according to lucas (2009); from its purpose of speech delivery and the methods of speech delivery. speech delivery tasks in public speaking are divided into two categories depending in their purposes: (a) speaking to inform; and (b) speaking to persuade. aside from the purposes, one aspect that is important to know for public speaking practice is the method of speech delivery. some methods of speech delivery are: (a) extemporaneous speaking; (b) impromptu speaking; and (c) manuscript reading. as public speaking becomes a required skill that every student should master as its essence for their future career, this study should further investigate whether this public speaking course syllabus has met the ideal public speaking and incorporated communication skills. in addition, regulation of minister education and culture of republic of indonesia number 3 year 2020 concerning national standard of higher education highlights the curriculum adjustment in order to incorporate the 21st century skills in all elements of course design in higher education. hence, additional studies of the incorporation of communication skills as one of the core essential skills in the 21st century into the syllabus are needed. in brief, this study intended to explore the extent to which communication skills are incorporated and also to identify the components of syllabus that has been incorporated into communication skills in the public speaking course syllabus at english language education study program. therefore, the research questions for this study were formulated as follow: (a) to what extent are communication skills incorporated into the public speaking syllabus at english language education study program?; (b) in which syllabus components are the communication skills incorporated into the public speaking course syllabus at english language education study program? method research design this study uses qualitative research, specifically content analysis as the methodology of the research. the material to be analyzed in this study is in a form of document, specifically syllabus of public speaking course. content analysis was selected for this study because it can organize and elicit meaning of textual data from syllabus, particularly for communication skills indicators. as mayring (2014) defines content analysis as a technique to analyze the data with a rule guided the research process. luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 8 data source and data data were collected for a specific purpose by selecting one university in jakarta. the data source of the study were the syllabus of public speaking course at english language education study program in university x. the data gathered through statements (words, phrases, and sentences) in syllabus components highlight communication skills indicators in the planned teaching-learning process. this research used the notions of communication skills framework by hymes (1972) in schriffin et al. (2001) and metusalem et al. (2017) supported by the theory of communication skills from partnership for 21st century (2019) and trilling and fadel (2009). whereas the notion of public speaking was used the framework by lucas (2009). research instrument and data collection techniques the research instrument for this study was the communication skills indicators which present in table 3. table 3 illustrates the 12 indicators of communication skills to conduct the analysis of this study according to the analysis conducted on the concept of communication skills from hymes (1972) in schriffin et al. (2001) and metusalem et al. (2017) supported by the theory of communication skills from partnership for 21st century (2019) and trilling and fadel (2009) and also considering the concept of public speaking by lucas (2009). table 3. indicators of communication skills indicator code indicators of communication skills cs1 incorporates conveying thoughts and ideas effectively using oral communication skills (partnership for 21st century (2019); trilling & fadel (2009)). cs2 incorporates conveying thoughts and ideas effectively using nonverbal communication skills (trilling & fadel, 2009). cs3 incorporates employing a variety of media (partnership for 21st century (2019); trilling & fadel (2009)). cs4 incorporates employing a variety of technology (partnership for 21st century (2019); trilling & fadel (2009)). cs5 incorporates analyzing their impacts (partnership for 21st century, 2019). cs6 incorporates using communication to inform (trilling & fadel, 2009). cs7 incorporates using communication to convince (trilling & fadel, 2009). cs8 incorporates the knowledge of the sounds and their pronunciation (hymes (1972) in schriffin et al., 2001). cs9 incorporates the way that meaning is conveyed through language (hymes (1972) in schriffin et al., 2001). cs10 incorporates knowing how to use language appropriately depends on the topic (hymes (1972) in schriffin et al. (2001); metusalem et al. (2017)). cs11 utilize the most appropriate communicative channel (metusalem et al., 2017). cs12 incorporates analyzing speech critically (metusalem et al., 2017). to gather the data, the researchers, first, collect data syllabus from the authorized lecturer of public speaking course in english language education study program from university x. secondly, highlight the statements (words, phrases, and sentences) in the components of the syllabus; which are course identification, lecturer’s contact details, course description, learning outcomes, celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 9 course goal, materials, learning methods, task description, assessment criteria, course policies, list of reference, and course schedule. thirdly, present each statement (words, phrases, and sentences) into the table of the syllabus components identification and present the statements that indicate communication skills into the table of analysis of communication skills incorporated according to which indicator they belong to and to which components they belong to. data analysis procedures and techniques the data analysis procedure will be based on data gained from the data collection process. the content analysis by mayring (2014) is used to analyze this study. as cited, there were some steps of analysis conducted in this study. first, the researchers establish categories by defining concepts from theory, other studies or previous research. secondly, the researchers code the indicators of communication skills and statements of communication skills in the syllabus by marking the text passage and marking the category which the data in. thirdly, the researchers analyze the data and interpret the findings. fourthly, the researchers conclude the discussion. lastly, expert pedagogical judgments are used to verify and evaluate the findings. since this study was limited to only one syllabus and one university in jakarta, the findings cannot be generalized to all higher education in jakarta. findings after formulating and analyzing the data qualitatively, the analysis result of existing syllabus in public speaking course at english language education study program from university x, found the following questions. the extent to which communication skills are incorporated in the syllabus the results of the analysis indicate that communication skills indicators incorporated into the existing syllabus as 11 out of 12 indicators were fulfilled. table 4 illustrates the indicator of communication skills which are analyzed, components of syllabus which are found incorporated into communication skills indicator, as well as the statements that indicates communication skills in the components of the syllabus. table 4. analysis of communication skills in the syllabus indicators of communication skills syllabus components statements (sentences/words/phrases) cs1 (13%) learning outcomes able to demonstrate text features (social function, text structure, and lexicogrammatical elements) of ceremonial speech, informative speech, and persuasive speech. course goal able to explain the text features of expressing feelings & hopes, describing objects/things, and making satisfaction section & practical steps. learning methods presentation. group and class discussion. cs2 (13%) learning outcomes able to demonstrate text features (social function, text structure, and lexicogrammatical elements) of ceremonial speech, informative speech, and persuasive speech. course goal able to explain the text features of expressing feelings & luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 10 indicators of communication skills syllabus components statements (sentences/words/phrases) hopes, describing objects/things, and making satisfaction section & practical steps. learning methods presentation. group and class discussion. cs3 (9%) course goal able to explain the text features of giving visual aids and using statistics & quoting experts. learning methods presentation. cs4 (4%) course description in this course, students can learn about ceremonial speech, scientific (informative) speech, and persuasive speech. students learn to compare various types of speech texts to carry out social functions with clear goals, cohesively and coherently, with appropriate and acceptable lexicogrammatical elements according to the context of the situation, based on good mental and social attitudes, also utilizing information and communication technology. cs5 (0%) cs6 (9%) course description in this course, students can learn about ceremonial speech, scientific (informative) speech, and persuasive speech. students learn to compare various types of speech texts to carry out social functions with clear goals, cohesively and coherently, with appropriate and acceptable lexicogrammatical elements according to the context of the situation, based on good mental and social attitudes, also utilizing information and communication technology. materials material: informative speech sub-materials: introduction, describing objects/things, giving visual aids, quoting the experts, conclusion. cs7 (9%) course description in this course, students can learn about ceremonial speech, scientific (informative) speech, and persuasive speech. students learn to compare various types of speech texts to carry out social functions with clear goals, cohesively and coherently, with appropriate and acceptable lexicogrammatical elements according to the context of the situation, based on good mental and social attitudes, also utilizing information and communication technology. materials material: persuasive speech sub-materials: introduction, problems, statistics and experts, satisfaction section & practical steps, appealing closing. cs8 (9%) course description in this course, students can learn about ceremonial speech, scientific (informative) speech, and persuasive speech. students learn to compare various types of speech texts to carry out social functions with clear goals, cohesively and coherently, with appropriate and acceptable lexicogrammatical elements according to the context of the situation, based on good mental and social attitudes, also utilizing information and communication technology. learning outcomes able to understand, demonstrate, and distinguish text features (social function, text structure, and lexicogrammatical elements) from ceremonial speech, informative speech, and persuasive speech. cs9 (9%) course description in this course, students can learn about ceremonial speech, scientific (informative) speech, and persuasive speech. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 11 indicators of communication skills syllabus components statements (sentences/words/phrases) students learn to compare various types of speech texts to carry out social functions with clear goals, cohesively and coherently, with appropriate and acceptable lexicogrammatical elements according to the context of the situation, based on good mental and social attitudes, also utilizing information and communication technology. learning outcomes able to demonstrate text features (social function, text structure, and lexicogrammatical elements) of ceremonial speech, informative speech, and persuasive speech. cs10 (4%) task description assignment 1/2/3 method: identify the main topic of each paragraph. cs11 (4%) course identification room: lms microsoft teams. cs12 (17%) course description in this course, students can learn about ceremonial speech, scientific (informative) speech, and persuasive speech. students learn to compare various types of speech texts to carry out social functions with clear goals, cohesively and coherently, with appropriate and acceptable lexicogrammatical elements according to the context of the situation, based on good mental and social attitudes, also utilizing information and communication technology. learning outcomes able to understand, demonstrate, and distinguish text features (social function, text structure, and lexicogrammatical elements) from ceremonial speech, informative speech, and persuasive speech. course goal able to identify the text features of introduction. able to identify the text features of giving metaphor, simile, repetition & alliteration. able to identify the text features of expressing feelings & hopes. able to identify the text features of closing. task description analysis of ceremonial speech. analysis of informative speech. analysis of persuasive speech. table 4 shows that the public speaking syllabus is incorporated with communication skills. the communication skills indicators found in different syllabus components, from course description to task description. the most commonly seen is cs12 as the syllabus incorporates analyzing speech critically by 17% (4 out of 12 syllabus components were incorporated into the indicators), which is by comparing variety types of speech (ceremonial speech, informative speech, and persuasive speech) and can understand, apply, and distinguish the feature could encourages students to analyzing it critically. cs12 is incorporated in the course description, learning outcomes, course goal, and task description. cs1 and cs2 on the other hand, are only seen in the learning outcomes, course goal, and learning methods. both of them incorporate conveying thoughts and ideas effectively using oral and nonverbal communication skills by 13% (3 out of 12 syllabus components were incorporated into the indicators). by explaining text features, such as describing objects/thoughts, students can think critically and logically like the purpose of speech delivery in public speaking, which is speaking luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 12 to inform. students also can convey their thoughts and ideas using oral communication skills in presentation or class/group discussion. in line with the purpose of persuasive speech, which is to persuade the audience, it is important to use nonverbal communication skills like eye contact, facial expressions, and gestures because it can help to convince the audience. as for cs3 where the syllabus incorporates employing a variety of media, it only be seen by 9% in course goal and learning methods (2 out of 12 syllabi can components were incorporated into the indicators). as in informative speech and persuasive speech, it is necessary to use media that can attract the attention of audiences in order to inform and persuade audiences, it is stated in the course goal that there are a feature text about giving visual aids in informative speech and also using statistics in persuasive speech. the use of these media can further convince the audience about the ideas given by the speakers. the speakers can also use presentation as stated in the learning methods. furthermore, cs6 and cs7, which mean the syllabus incorporates using communication to inform and convince, are also included by 9% in course description and materials (2 out of 12 syllabus components were incorporated into the indicators). this syllabus uses informative speech and persuasive speech as materials, as stated in course description and materials. from these materials, students can learn how to use communication to inform and convince, in line with the purposes of speech delivery in public speaking, which is speaking to inform and speaking to persuade the audience. other indicators, cs8 and cs9, which mean the syllabus incorporates the knowledge of the sounds and their pronunciation and incorporates the way that meaning is conveyed through language, also can be seen by 9% (2 out of 12 syllabus components were incorporated into the indicators). this syllabus stated lexico-grammatical in course description and learning outcomes which includes lexis and grammar. lexis has an important role in expressing meaning. this includes sources of words expression as pronounced sounds, sources of intonation to realize grammatical choices directly, as well as sources of rhythm and articulation of syllabi and phonemes. moreover, cs4 is found only in course description, which means only by 4% (1 out of 12 syllabus components were incorporated into the indicators). it is stated explicitly in the course description, the class utilizing information and communication technology. also, because the class is held online, the use of technology is ensured in the classroom. other indicators, cs10 and cs11 also found by 4% (1 out of 12 syllabus components were incorporated into the indicators). cs10 was incorporated in task description, containing the activity where students need to identify the main topics contained in each paragraph to find out how to use language appropriately depends on the topic. next, cs11 was incorporated in course identification, suggesting that teaching and learning activities are held through the lms microsoft teams platform due to an unexpected situation. lastly, it can be seen that cs5 is not incorporated in any syllabus components, which means this syllabus does not incorporates the students to analyzing their impacts of speaking or communication. however, to do public speaking, students should know the impacts of their speech to the audiences. it is celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 13 in line with the purposes of speech delivery in public speaking, which is speaking to inform and persuade. syllabus components incorporating the communication skills the findings from the analysis of communication skills in the existing public speaking syllabus found that communication skills were integrated into 7 out of 12 syllabus components, i.e., the course identification, course description, learning outcomes, course goals, materials, learning methods, and task description which are shown in table 3. it shows the syllabus components and the statements (sentences/words/phrases) in the syllabus components which incorporated with the communication skills. table 3 shows that the existing public speaking syllabus explicitly and implicitly incorporated communication skills in the aforementioned syllabus components. the dominant component of the syllabus which is incorporated into communication skills is the course description, because 6 out of 12 indicators of communication skills were incorporated. surprisingly, 5 out of 12 syllabus components did not incorporate in any indicators of communication skills, i.e., the lecturer’s contact details, assessment criteria, course policies, list of references, and course schedule. it is because the lecturer’s contact details are not present in the syllabus, while another component of the syllabus, the course schedule, is not included because what is in the course schedule is also included in the course goal, materials, assessment criteria, learning methods, and task description. while the time allocation contained in the course schedule is not incorporated with communication skills. discussion with regard to the first research question, the extent of communication skills indicators incorporated in the syllabus showed that 11 out of 12 indicators were incorporated into the syllabus. while one indicator, which is cs5, did not incorporate in the syllabus, which means the students did not analyze the impacts of their speech. furthermore, the result also revealed that the 11 indicators found in the 7 out of 12 syllabus components, i.e., the course identification, course description, learning outcomes, course goals, materials, learning methods, and task description. moreover, the lecturer’s contact details, assessment criteria, course policies, list of references, and course schedule did not incorporate in any indicators of communication skills. thus, the result of the present study contradicts with a previous study by zuwanda et al. (2021) which claimed that the communication competence mainly appeared in five components of the syllabus, i.e., the course description, learning objectives, learning outcomes, materials, and teaching method. while sumiati, lustyantie and iskandar (2020) claimed that the communication skills only integrated into four components of the syllabus, i.e., the learning outcomes, materials, the method of teaching, and the assessment and evaluation. however, gannon (2018), richards (2001), sinor and kaplan (2012), slattery and carlson (2005), and national standard for higher education by menteri pendidikan dan kebudayaan (2020) categorize 12 core components in the syllabus, such as course identification, lecturer’s contact details, course description, learning outcomes, luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 14 course goal, materials, learning methods, task description, assessment criteria, course policies, list of references, and course schedule. thus, the components of syllabus that are being examined are those that are part of the core component. the first component is course identification. course identification consists of course title, name of the study program, total credits hours, lecturer’s name, and a description of how the course will be conducted. the result of the analysis in the course identification found that there was only one communication skills indicator, namely cs11. it shows that the incorporation of communication skills in the syllabus, especially the course identification section is limited. moreover, the second component is lecturer’s contact details. lecturer’s contact details did not incorporate into any of communication skills indicators, because lecturer’s contact details only includes lecturer’s office, contact information, operational hours, method of contacting lecturer as stated by gannon (2018), sinor and kaplan (2012), and national standard for higher education by menteri pendidikan dan kebudayaan (2020). furthermore, the third component is course description. course description is gives an idea of the course content and objective. the result of the analysis in the course description found that there were six communication skills indicator, namely cs4, cs6, cs7, cs8, cs9, and cs12. because the course description explains the course content, the communication skills indicator can be seen in this section. in line with the component of syllabus, the other components worth deeper looking are the learning outcomes, course goal, and materials. learning outcomes describe the overall aim of a syllabus, assist students understand to which extent the course will help them develop their knowledge and skills, it also specify what students will be able to do as a result of taking the course. the result of the analysis found that there were five communication skills indicators incorporate into the components of syllabus, namely cs1, cs2, cs8, cs9, and cs12. while course goal describes the purposes indicated in the learning outcomes in greater detail. the result found that there were four communication skills indicators incorporated, namely cs1, cs2, cs3, and cs12. materials which consist of a list of materials that will be used in the course also incorporate in two communication skills indicators, it is cs6 and cs7. other components of syllabus that connected were learning methods, task description, and assessment criteria. learning methods describes the steps taken to help the learning process to achieve the learning outcomes. furthermore, when learning outcomes are incorporated with communication skills, so are learning methods. according to the result of analysis, there were three indicators incorporated, it is cs1, cs2, and cs3. moreover, task description consists of the statements of scope for each of the project activities to be done by the students for the whole semester. it is connected to another component, which are assessment criteria. assessment criteria included a grading scheme and scale. when the task description contains an explanation of the tasks given and includes communication skills, then in the assessment criteria there must also be an assessment related to communication skills. based on the analysis, task description incorporate two communication skills indicators, namely cs10 and cs12. while assessment criteria did not incorporate in any of component of syllabus. another component of syllabus that did not incorporate was course policies, list of celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 15 references, and course schedule. it is because course policies covers topic such as attendance, late or missing assignments and exams, and academic honesty. while list of references only state the references. the last is course schedule, what is in the course schedule is also included in the course goal, materials, assessment criteria, learning methods, and task description. while the time allocation contained in the course schedule is not incorporated with communication skills. from the findings, it also appeared that the possible reason that can make the previous study difference with the present study may vary. one key reason is that because of the different learning areas. sumiati et al. (2020) analyzed the syllabus in the translation course. another possible explanation is that the indicators used to examine the communication skills in the syllabus are different. the study by zuwanda et al. (2021) used the learning and career skills indicators by the national association of colleges and employers (nace) (2019), binkley et al. (2012), and partnership for 21st century skills (2009). while the study by sumiati et al. (2020) used the indicators from partnership for 21st century skills and the indicators of translator’s competences by pacte and nord. however, it is found out that the incorporation of life and career skills or 21st-century skills, including communication skills, is pertinent in the syllabus. accordingly, this study still has to be analyzed further. these findings are contradicting with the previous study by kaushal (2018) which claimed in his study that the incorporation of communication skills in their syllabus has failed. furthermore, the study claimed that it is because most of the contact time was allotted to the theory of communication and very little activity or discussion, interaction time was reserved (kaushal, 2018). the researcher of the previous study suggests some changes in the syllabus be substantiated by some team-based activities like making a group presentation or a group discussion on some challenging topic. based on the problems stated above, it is explained that teambased activities are also important and needed to be included in teaching and learning so that there is an interaction that creates communication skills. in dealing with those problems, this present study revealed that the syllabus has included either presentation or group/class discussions in every meeting and it can be proven in the components of syllabus, course schedule and learning methods. these findings are in line with menggo et al. (2019) that it is also necessary to consider the learners’ needs to incorporate the communication skills into the syllabus. in terms of learners’ needs, menggo et al. (2019) finds students need more practical learning methods. it is said that students want strong material design such as speaking tasks, discussions, and group work. according to the previous study, this current study has already involved activities such as presentation (which includes oral speaking) and group/class discussions (which also need group work). however, the statements in the components of the syllabus are not explained further how the presentation and group/class discussion will be conducted in the teaching and learning activities. this finding confirmed research found by kaushal (2018) with the idea that suggests some changes in the syllabus to be substantiated by some team-based activities. it can be concluded that the public speaking course syllabus has been incorporated with communication skills. however, it has limitations that only look luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 16 at the incorporated communication skills in one syllabus. in terms of learners' needs, it should be stated in more detail in the syllabus about the activities that must be done. uploading speeches video to youtube, facebook, or other platforms might make students more confident to speak in front of audiences. it is confirmed the idea of mafruudloh and fitriati (2020), that making a video that contains some material that they had learn and share their project on their social media account could help the students to accomplish the learning outcomes in speaking class. thus, the researchers of the present study suggest that there should be further descriptive research which represents actual teacher and student behavior in the actual (non-virtual) classroom to investigate the skill of communication incorporated in the activity, because this present study was conducted during the circumstance of emergency remote teaching. conclusion the necessity of acquiring communication skills for higher education students is inevitable. therefore, higher education has sought to incorporate communication skills into their syllabus in order to meet the demands of the 21st-century. bearing this in mind, the researchers aimed to find out the extent to which communication skills are incorporated and to identify the components of the public speaking course syllabus at english language education study program from university x. in the contrary, the evidence from this study reveals communication skills have incorporated into the syllabus but not wholly incorporated and still limited. based on the findings from highlighted statements (words, phrases, and sentences) in syllabus components that indicate communication skills, the results revealed that 7 out of 12 components of the syllabus are incorporated. it is possible to incorporate the communication skills into the public speaking course syllabus by accommodating those skills in the components of the syllabus: course identification, course description, learning outcomes, course goal, materials, learning methods, and task description. as for the communication skills in which are incorporated, 11 out of 12 indicators appear to be incorporated in the syllabus. the indicators of communication skills involving are encourages students to conveying thoughts and ideas effectively using oral and nonverbal communication skills, employing a variety of media and technology, using communication to inform and convince, having the knowledge of the sounds and their pronunciation, knowing the way that meaning is conveyed through language, knowing how to use language appropriately depends on the topic, utilize the most appropriate communicative channel, and analyzing speech critically. in conclusion, the public speaking course syllabus at english language education study program from university x has been incorporated into communication skills. however, it is still necessary to improve the syllabus in order to adapt with the ongoing 21st-century. the research found some limitations, the findings cannot be generalized to all public speaking course syllabuses in higher education because this study was limited to only one public speaking course syllabus in one university. the result of this study also has a number of implications. based on the findings, it needs much consideration to provide a clear and detailed statement on the learning method components. if the component statement is clarified again, it will be easier to know celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 17 that learning methods are an important part of communication skills. in the meantime, the analysis of communication skills in this study was limited only to one particular course in english language education study program and specific only on the syllabus. therefore, further study is needed to examine the incorporation of communication skills in english classrooms by means of observation as well. in this way, future study can compare the differences between how the communication skills are incorporated in the syllabus and how they are carried out in the classroom interaction. a variety of research instruments also should be employed to gain depth insight about the skill’s incorporation in this course as well as other courses of english language education study program. references atc21s. 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(2021). designing life and career skills-integrated speaking syllabuses for english language education study program. saga: journal of english language teaching and applied linguistics, 2(2), 145–162. https://doi.org/10.21460/saga.2021.22.84 appendix original indonesian version of table 4. analysis of communication skills in the syllabus indicators of communication skills syllabus components statements (sentences/words/phrases) cs1 (13%) learning outcomes mampu mendemonstrasikan fitur teks (fungsi sosial, struktur teks, dan unsur leksikogramatika) dari ceremonial speech, informative speech, and persuasive speech. course goal mampu menjelaskan fitur teks bagian expressing feelings & hopes, describing object/things, and making satisfaction section & practical steps. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 19 indicators of communication skills syllabus components statements (sentences/words/phrases) learning methods presentasi. diskusi kelompok dan diskusi kelas. cs2 (13%) learning outcomes mampu mendemonstrasikan fitur teks (fungsi sosial, struktur teks, dan unsur leksikogramatika) dari ceremonial speech, informative speech, and persuasive speech. course goal mampu menjelaskan fitur teks bagian expressing feelings & hopes, describing object/things, and making satisfaction section & practical steps. learning methods presentasi. diskusi kelompok dan diskusi kelas. cs3 (9%) course goal mampu menjelaskan fitur teks bagian giving visual aids and using statistics & quoting experts. learning methods presentasi. cs4 (4%) course description pada mata kuliah ini mahasiswa dapat belajar tentang pidato seremonial, pidato/orasi ilmiah (informatif), dan pidato persuasif. mahasiswa belajar membandingkan berbagai jenis teks pidato untuk melaksanakan fungsi sosial dengan tujuan yang jelas, secara kohesif dan koheren, dengan unsur leksikogramatika yang tepat dan berterima sesuai dengan konteks situasinya, didasari sikap mental dan sosial yang baik, serta memanfaatkan teknologi informasi dan komunikasi. cs5 (0%) cs6 (9%) course description pada mata kuliah ini mahasiswa dapat belajar tentang pidato seremonial, pidato/orasi ilmiah (informatif), dan pidato persuasif. mahasiswa belajar membandingkan berbagai jenis teks pidato untuk melaksanakan fungsi sosial dengan tujuan yang jelas, secara kohesif dan koheren, dengan unsur leksikogramatika yang tepat dan berterima sesuai dengan konteks situasinya, didasari sikap mental dan sosial yang baik, serta memanfaatkan teknologi informasi dan komunikasi. materials pokok materi: informative speech sub-materi: introduction, describing objects/things, giving visual aids, quoting the experts, conclusion. cs7 (9%) course description pada mata kuliah ini mahasiswa dapat belajar tentang pidato seremonial, pidato/orasi ilmiah (informatif), dan pidato persuasif. mahasiswa belajar membandingkan berbagai jenis teks pidato untuk melaksanakan fungsi sosial dengan tujuan yang jelas, secara kohesif dan koheren, dengan unsur leksikogramatika yang tepat dan berterima sesuai dengan konteks situasinya, didasari sikap mental dan sosial yang baik, serta memanfaatkan teknologi informasi dan komunikasi. materials pokok materi: persuasive speech sub-materi: introduction, problems, statistics and experts, satisfaction section & practical steps, appealing closing. cs8 (9%) course description pada mata kuliah ini mahasiswa dapat belajar tentang pidato seremonial, pidato/orasi ilmiah (informatif), dan pidato persuasif. mahasiswa belajar membandingkan berbagai jenis teks pidato untuk melaksanakan fungsi sosial dengan tujuan yang jelas, secara kohesif dan koheren, dengan unsur luthfia putri utami, siti drivoka sulistyaningrum the incorporation of communication skills in public speaking course syllabus at english language education study program 20 indicators of communication skills syllabus components statements (sentences/words/phrases) leksikogramatika yang tepat dan berterima sesuai dengan konteks situasinya, didasari sikap mental dan sosial yang baik, serta memanfaatkan teknologi informasi dan komunikasi. learning outcomes mampu memahami, menerapkan, dan membedakan fitur teks (fungsi sosial, struktur teks, dan unsur leksikogramatika) dari ceremonial speech, informative speech, dan persuasive speech. cs9 (9%) course description pada mata kuliah ini mahasiswa dapat belajar tentang pidato seremonial, pidato/orasi ilmiah (informatif), dan pidato persuasif. mahasiswa belajar membandingkan berbagai jenis teks pidato untuk melaksanakan fungsi sosial dengan tujuan yang jelas, secara kohesif dan koheren, dengan unsur leksikogramatika yang tepat dan berterima sesuai dengan konteks situasinya, didasari sikap mental dan sosial yang baik, serta memanfaatkan teknologi informasi dan komunikasi. learning outcomes mampu mendemonstrasikan fitur teks (fungsi sosial, struktur teks, dan unsur leksikogramatika) dari ceremonial speech, informative speech, dan persuasive speech. cs10 (4%) task description metode pengerjaan tugas 1/2/3: mengidentifikasi topik utama tiap paragraf. cs11 (4%) course identification ruang: lms microsoft teams. cs12 (17%) course description pada mata kuliah ini mahasiswa dapat belajar tentang pidato seremonial, pidato/orasi ilmiah (informatif), dan pidato persuasif. mahasiswa belajar membandingkan berbagai jenis teks pidato untuk melaksanakan fungsi sosial dengan tujuan yang jelas, secara kohesif dan koheren, dengan unsur leksikogramatika yang tepat dan berterima sesuai dengan konteks situasinya, didasari sikap mental dan sosial yang baik, serta memanfaatkan teknologi informasi dan komunikasi. learning outcomes mampu memahami, menerapkan, dan membedakan fitur teks (fungsi sosial, struktur teks, dan unsur leksikogramatika) dari ceremonial speech, informative speech, dan persuasive speech. course goal mampu mengidentifikasi fitur teks bagian introduction. mampu mengidentifikasi fitur teks bagian giving metaphor, simile, repetition & alliteration. mampu mengidentifikasi fitur teks bagian expressing feelings & hopes. mampu mengidentifikasi fitur teks bagian closing task description analisa pidato seremonial. analisa pidato informatif. analisa pidato persuasive. 177 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 1, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index the power of ukraine’s president: personal pronouns on zelensky’s speech 1dian luthfiyati, 2fitria nur hamidah* 1university of islam lamongan, indonesia 2state polytechnic of malang psdku kediri, indonesia abstract this study analyzes how zelensky used first-person personal pronouns in his political speeches. this study discussed about the occurrences of first personal pronouns in political speeches by using qualitative methodologies, that is document study to identify their forms and discourse function. the results showed that the first personal pronouns are identified in discovered of zelensky’s speeches. the first personal pronouns used in zelensky addresses were pronoun “i”, “you”, and “we”. zelensky used the singular personal pronoun ‘‘i’’ to express his heartfelt gratitude and admiration, as well as his professional and personal experiences, arguments, perspectives, aspirations, and commitment. the usage of inclusive “you” and variants indicate zelensky 's willingness to share responsibility, foster unity, equality, and public declarations about their current situation and any potential future challenges. using exclusive “we” which demonstrated by zelensky also was to show his political intentions, commitment, political experiences during the election, and significant concern for reconciliation. keywords: personal; pronouns; president; speech abstrak studi ini menganalisis bagaimana zelensky menggunakan kata ganti orang pertama dalam pidato politiknya. penelitian ini membahas tentang kemunculan kata ganti orang pertama dalam pidato politik dengan menggunakan metodologi kualitatif untuk mengidentifikasi bentuk dan fungsi wacananya. kata ganti pribadi pertama diidentifikasi dalam pidato zelensky yang ditemukan. kata ganti orang pertama yang digunakan dalam alamat zelensky adalah kata ganti "aku", "kamu", dan "kami". zelensky menggunakan kata ganti pribadi tunggal '' saya '' untuk mengungkapkan rasa terima kasih dan kekagumannya yang tulus, serta pengalaman, argumen, perspektif, aspirasi, dan komitmen profesional dan pribadinya. penggunaan inklusif “anda” dan varian menunjukkan kesediaan zelensky untuk berbagi tanggung jawab, memupuk persatuan, kesetaraan, dan deklarasi publik tentang situasi mereka saat ini dan potensi tantangan di masa depan. menggunakan “kami” eksklusif yang didemonstrasikan oleh zelensky juga untuk menunjukkan niat politiknya, komitmennya, pengalaman politiknya selama pemilu, dan kepedulian yang signifikan terhadap rekonsiliasi. kata kunci: personal; kata ganti; presiden; pidato introduction language, such as that employed in speech, can be utilized to influence, or build relationships. according to pradiptha et al., (2020), speech is a manifestation of power, which suggests that when someone delivers a speech, he or she has the potential to influence how other people feel about a particular subject. to put it another way, the speakers can persuade the audience that they share the same e-issn: 2621-9158 p-issn:2356-0401 *correspondence: fidahfnh@gmail.com submitted: 14 november 2022 approved: 27 december 2022 published: 29 december 2022 citation: luthfiyati, d., & hamidah, f., n., (2022). the power of ukraine’s president: personal pronouns on zelensky’s speech. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2),177-189. doi: 10.22219/celtic.v9i2.23186. mailto:fidahfnh@gmail.com dian luthfiyati, fitria nur hamidah the power of ukraine’s president: personal pronouns on zelensky’s speech 178 thoughts. as a result, they may gain sympathy. a speech has the power to change people's minds about a topic. as a result, the speaker must include personal motives in his or her discourse. additionally, the structural analysis of the meanings done behind the speech is possible. talking is a common activity that involves multiple participants, each of whom takes turns at various points (sari, 2020). under any circumstances, one of the persons involved in an interaction process seems to have a propensity to assert their dominance by virtue of their social standing, level of education, worldly wisdom, experience, age, etc. language will be used in a biased manner by individuals in positions of power, such as those with a prestigious job, a high social status, or a significant political role. in the course of the engagement process, people with greater status tend to dominate and become engaged. people of lower status, on the other hand, come across as passive listeners (dahnilsyah, 2017). we must first organize the messages we wish to transmit through voice in order to communicate effectively (cordeiro, 2018). message organization involves both sending and receiving messages, and this relationship may be more nuanced than it first looks. if we ask other to receive and to give when we invite other. to suit their demands, speech functions are used as a means of exchanging experiences. speech functions are communication tactics to transmit someone's idea and to assist listeners in understanding and comprehending the idea based on the situation (dunn et al., 2022); (mensah et al., 2022). instead of being a genre in and of itself, political discourse is a class of genres distinguished by a social domain, particularly politics. parliamentary debates, political party programs, and speeches by political leaders are a few genres that belong in the political sphere. in spoken political discourse, a speech is a public speaking act that is typically carried out in a formal setting to communicate an opinion (wahyuningsih, 2018). political discourse analysis is a field of study that looks at the written, oral, and nonverbal communication that politicians use to advance their agendas in a political setting. the objectives are to examine the use of language and rhetorical devices, as well as linguistic decisions made to accomplish a particular political outcome (bataineh, 2019). besides, the purposes are to persuade the audience or the listener to have agreement with them or to encourage a change in perception or attitude toward a special issue (orji, 2016). in this technology era, a politician's speech can easily be broadcast around the world. the result showed their audience were not only those in the hall, but also those behind the screen. so when the politician wanted to gain political support, a political speech must be understandable and it could appeal to the audience (fadzilah & noor, 2021). fadzilah & noor (2021) goes even farther, claiming that personal pronouns, with their deictic function, are one of the weapons in politicians' arsenals for achieving their objectives. the skill of persuasion has been important in politics since the dawn of civilization. in this context, personal pronouns depict how the person who speaks and writes to communicate his or her opinion and perception to other participants in the conversation. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 179 the power to influence people's hearts or change their minds is demonstrated by a politician's command of rhetorical skills. a successful outcome of a convincing political speech could have a significant impact on the country and even internationally. when selecting the most acceptable persuasive tactic to employ in a speech, there are a few things to keep in mind. the way the speaker addresses someone or himself directly affects how personal pronouns are used in a speech. it is implied that using a specific personal pronoun to refer to someone may reveal how distant the speaker and audience are from one another (suryaningsih, 2021). the current study, titled "the power of ukraine's president: personal pronouns on zelensky’s speech," uses discourse analysis (da) to figure out how interpersonal function is realized in volodymyr zelensky's speech. speech was chosen as the study's subject because it had interpersonal component; not only because it was presented verbally, implying a relationship between someone who delivered a speech and the audience, but also because it was fashioned as a wellprepared and well-structured text. in this situation, zelensky's speech was classified into political speech, which meant he demonstrated his political stance and his assumptions to the audience who listened his speech and he wanted to to persuade the audience to act like his thoughts and even his instructions. the phenomenon of speech function, individuals have required other people to act as both listeners and talking partners to communicate. due to differences in each person's capacity to implement their language and linguistics, as well as their cultural background, these acts result in a variety of phenomena. it was indisputable that cannot understand between listeners and speakers occur because of these differences, especially when both listeners and speakers in communication are non-native speakers. this phenomenon has an impact on the president's speech function. words and phrases that are commonly found in the study and substance can cause a phenomenon in a speech by zelensky. because it is advantageous for zelensky to utilize personal pronouns as a politician, he employs them instead of mentioning the name in his speech. because words have such a profound influence on our minds, the words we choose alter how we see others and ourselves. the usage of personal pronouns can have a variety of meanings. politicians take advantage of the pliability of pronominal reference to establish their good image of themselves and others purposes (bramley, 2001). furthermore, personal pronouns are linked to the authority-solidarity relationship. researchers focused on explaining sorts of speech functions in this study, which is like earlier studies. however, the dominant type of speech function in speech is also needed for this study. the speech's textual metafunction suggested that an unmarked topic employs the notion that it was a declarative speech that served to provide information or clarity. finally, the address served as a clarification of the royal split as well as a charity speech (handayani, 2021). on joe biden's victory speech, (darong, 2021) analyzed about the interpersonal metafunction. joe biden utilized a lot of declarative phrases, modality, and the pronoun 'we’. by using metafunction in speech, it was planned to investigate how language was conveyed to dian luthfiyati, fitria nur hamidah the power of ukraine’s president: personal pronouns on zelensky’s speech 180 communicate the experience. some youtube videos made use of the speech and realization in frame of mind for a variety of purposes, including understanding the text, particularly in speech. it was critical to understand the components of the speech function process so the reader did not have a different viewpoint on the meaning (herman et al., 2022). personal, reflexive, possessive, indefinite, demonstrative, reciprocal, relative, and interrogative pronouns are among the eight categories of pronouns (kaewrungruang & yaoharee, 2018). when referring to individuals or objects that the speaker is speaking to or about, personal pronouns are employed. subjective pronouns and objective pronouns are the two categories of personal pronouns. i, we, you, he, she, it, and they are the subjective pronouns that are used to refer to the subject of a clause. the subject complement, prepositional complement, or object of a clause can all be expressed by object pronouns. me, us, you, him, she, it, and them make up the list of objective personal pronouns. professional speechwriters typically draft the speeches in advance for the speakers. political speeches are rarely broadcast in their entirety. instead, only selected portions of the speeches—often referred to as soundbites—are televised (håkansson, 2012). we may not think about or even notice the usage of personal pronouns when hearing or reading speeches. political speeches frequently utilize personal pronouns because they can indicate with whom the speaker is most identified. a variety of studies from different perspectives have been done on presidential speeches. the language of the presidential speech has recently come under scrutiny. the president may be viewed as the country's most competent representation since his or her remarks serve to encapsulate the spirit and ethos of the country. language is used to prepare, accompany, influence, and play the speech. the speech's language signals intentions, goals, and purposes in addition to conveying the information itself. language organizes, supports, shapes, and plays the speech (ekawati, 2016). the speech's language signals intentions, goals, and purposes in addition to conveying the information itself. the employment of personal pronouns by president zelensky in political discourse is the subject of this essay. it is clear that the president is attempting to set his action apart from others by using a personal pronoun in specific intended allusions. in an effort to persuade the audience, the president also makes an exceptional effort to assert his dominance over the situation. given their position of influence, most politicians find that their ability to manipulate language is crucial to garnering attention and popular support. politicians believe that acquiring and empowering language units that can adapt to a variety of contexts and communication situations is necessary to attaining their goals. politicians will find it simpler to win the public's sympathy and support if they pay attention to and develop sensitivity to their requirements. they will also be better able to cover up their practices of hegemony and dominance. utilizing personal pronouns is one of the tactics used by politicians to win over the public and keep their government in power. so, this study examines the occurrences of first personal pronouns in political speeches. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 181 method research design to analyze the challenges posed in this study, descriptive qualitative was used for the goals and goal of this investigation. because the data in this study consisted of a voice script, the content analyzing approach was applied. the research looks at in zelensky's speech. the complexity of meanings in social contexts is addressed in this descriptive qualitative essay. in order to gain understanding of a specific phenomenon of interest, qualitative research focuses on the collection, analysis, and interpretation of data (gay et al., 2012). this study used fairclough 's (1995) model of critical discourse analysis as its theoretical foundation (cda). the use of quantification for the number of data was necessary to depict the distribution of first personal pronouns in the speeches. after the data has been quantified, the most prevalent first personal pronouns must be identified to develop a tendentious image provided by in zelensky's through the usage of personal pronouns. the next phase which was related to the second purpose of this study, it was to interpret the reasonable explanation of the usage of personal pronouns with contextual meaning during the speeches delivered. it considered that argumentative interpretation when determining which first personal pronouns are most employed. when examining inclusive and exclusive, we must analyze which zelensky's addressed in his speech. the speaker's use of personal pronouns created a different purpose and function for the social relationship between the speaker and the hearer. the researchers obtained the speech's transcript from official website of the president of ukraine, which was published on june 15, 2022. “address by the president of ukraine to both houses of the parliament of the czech republic” is the title of the transcript. context and participants it was referred to as primary data because this data was acquired directly from the source. primary data was realistic and unique. while primary data was collected to solve a specific problem, secondary data was collected for a variety of purposes (herman et al., 2022). the ways to do this study which was related to collecting the data are reading the transcript of the speech multiple times, selecting the personal pronouns in the transcript of the speech by underlining them, coding the personal pronouns that have already been found. document analysis was used to analyze the data in this study. document analysis was a type of qualitative research in which documents were analyzed to provide voice and meaning to a topic under consideration. when evaluating data, the first stage was to examine the purpose of the different sorts of personal pronouns employed in the speech. the theory of personal pronouns was used to analyze the function of the kind of personal pronouns, explaining the function in connection to the context of employing personal pronouns, and finally making a conclusion. dian luthfiyati, fitria nur hamidah the power of ukraine’s president: personal pronouns on zelensky’s speech 182 findings personal pronouns only personal pronouns that are related to exclusivity (i, me, you, they, them) and the inclusiveness (we, us) components of the speeches were investigated because the goal of this study is to explain how leaders manage their connections with the audience. he, him, she, her, and it are pronouns that relate to a unique and distinct third person and are used in everyday personal discussions; they have no bearing on the inclusivity and exclusivity features of a political discourse. the findings are provided in the tables below after collecting the personal pronouns in zelensky's speech. the research finding of personal pronouns and their inflections in zelensky's speech is summarized in table 1. table 1. personal pronouns in zelensky’s speech personal pronoun functions count i personal believe 5 pledge 1 power 1 experience 1 acknowledgment 3 you refer to the people that the speaker is talking to 5 refer to the specific group 5 refer to people in general 5 we inclusive 1 refer to the speaker and the audiences 2 exclusive 6 refer to the speaker, the people who are not present but not refer to the audiences 6 refer to the speaker and the group that the speaker be part of 2 table 1 demonstrated that among other personal pronouns used in the speech, the personal pronoun we and its inflections, either inclusive or exclusive, are the most common, followed by personal pronouns they, you, and i, and their inflections. they have a variety of functions as well. the personal pronoun “i” the examples below showed how zelensky uses the word "i" and its inflections in many categories. personal characteristics of politicians include having principle, morality, and power, as well as not being afraid to act when necessary. the examples below show how zelensky uses the personal pronoun “i” and its inflections to show powers: celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 183 (1) “i would like to thank you for those warm words, strong words of support for our people, me personally, our state, which were heard here today, and for the warmth with which you shelter our forcibly displaced persons.” (2) “i am very grateful to your state, to your people for the generous help in this struggle. the czech republic helped us both with weapons very substantively and immediately after it became necessary and politically. i thank the leadership of the state for that. you can be sure that you have supported yourself and your own freedom, your own life with that.” example (1) demonstrated how zelensky used his authority to address ukraine-related issues. in his speech, he expressed his gratitude for the warm words of support for his people, himself, and his stated that were heard here that day, as well as the warmth with which the audience shelters their forcibly displaced people. they value it because it was historically significant. he expressed his gratitude for this on behalf of all ukrainians. as a result, zelensky introduced himself with "i" rather than "we". example (2) further demonstrated zelensky’s ability to use his influence as president of ukraine to promote other countries. he was grateful to the czech republic and its people for their kind assistance in this endeavor. the czech republic aided them both militarily and politically and did so quickly and effectively after the need arose. he expressed his gratitude to the state's leadership for this. he also expressed his support for their people, saying, "you can be confident that you have supported yourself and your own freedom, your own existence with that." to underline his good relations with other countries, zelensky used i instead of we in this situation. the examples below are the speech that delivered by him to show his thankfulness: (3) “i would like to thank you for this opportunity to address both houses of the parliament of the czech republic and absolutely all czechs in this format today.” (4) “i would like to thank you for those warm words, strong words of support for our people, me personally, our state, which were heard here today, and for the warmth with which you shelter our forcibly displaced persons.” he used the personal pronoun "i" to demonstrate his sincere admiration in example (4). the personal pronoun "i" was used in this example to convey that zelensky must thank you for the opportunity to address both houses of the czech republic's parliament as well as all czechs. in example (5), he expressed his gratitude by using the personal pronoun "i." in this example, the personal pronoun "i" was used to emphasize that zelensky must thank you for czech’s warm words of support for his people, him personally, and their state, which were heard here that day, and for the warmth with which czech presidency shelter their forcibly displaced persons. the personal pronoun “you” the examples below showed how to utilize you to refer to other persons. the personal pronoun could be used to refer to the people to whom the speaker was speaking. it denoted that the speaker was speaking directly to the listener. the sample below demonstrated how he refers to his audience as "you." (5) i am grateful to you for this personally and on behalf of every ukrainian. dian luthfiyati, fitria nur hamidah the power of ukraine’s president: personal pronouns on zelensky’s speech 184 (6) i will begin with words that each of you knows for sure and that all europeans who respect history and freedom on our continent know for sure. (7) we are with you, be with us! (8) you can be sure that you have supported yourself and your own freedom, your own life with that. (9) i urge you to continue together with us, without stopping for a moment, to convince all those who have not yet managed to choose a clear side in this confrontation, which has been going on for 112 days already, of this simple truth. example (5) showed that he used personal pronoun “you” to refer to people that he is talking to. in the sentence before it, he mentioned parliament of the czech republic or this opportunity to address both houses of the parliament of the czech republic and absolutely all czechs in this format today. furthermore, the personal pronoun “your” as the of you in example (6) also referred to the audiences and all europeans. example (7) showed that he used personal pronoun “you” to refer to a specific group. in the example (k), he used personal pronoun “you” to refer to parliament of the czech republic and czechs, not to his audiences or to the people in the general. example (8) also shows that he used the personal pronoun “your” to refer to people in a specific group. in this context, he was talking about the hugely influential when they were broadcast on czech radio in 1968, supporting the resistance. they are also incredibly essential now, as we remember those who battled for your people's freedom. example (9) also showed that he used personal pronoun yourself to refer to people in a specific group. the personal pronoun “we” the following were some examples of using personal pronoun ‘we’: (10) we appreciate it, it's truly historical. i am grateful to you for this personally and on behalf of every ukrainian. (11) we are talking about those who fought for freedom for your people. (12) we can say that it is with these words that we, ukrainians, address all the peoples of europe, all the peoples of the democratic world. (13) we are with you, be with us! the example (10) was the example of the used of “we” to refer to the speaker inclusively. example (11) showed that he used personal pronoun “we” and its inflections to refer to ukraine government. in his speech, the use of “we and us” mean that him and all the member of the ukrainians were involved and making them also had responsibility. therefore, the example (12) and (13) he stated that he and all the members of the ukrainians to share plans, proposals, visions, and ideas. discussion the linguistics discipline of critical discourse analysis places a strong emphasis on power relations and ideology in conversation (merrita, 2021). critical discourse analysis (cda) is a method that examines linguistic elements in order to expose power in the text. personal pronouns “i”, “you”, and “we”, with their varied placements are employed by zelensky in his speech. in his speech, he used the pronoun “i” to represent himself in a positive manner and to emphasize his personal attributes. in celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 185 zelensky's speech, the usage of personal pronouns had distinct functions in expressing his intentions and goals. in his address, the personal pronoun “i” served the purposes of demonstrating his powerful position as president, guarantee, demonstrating his experiences, greeting, and demonstrating his personal trust. it was related to personal pronouns are a rhetorical technique (alemi et al., 2018). according to lenard (2016), the objective of a politician sharing her or his personal experience was to introduce a new bill. instead of replacing the speaker's name, the personal pronoun “i” was used as self-reference. the personal pronoun "i" was used to refer to the speaker himself rather than as a replacement for the speaker's name, (håkansson, 2012). "i" was a personal pronoun that denoted exclusivity (baatenburg de jong, n.d.)he speaker's point of view, thoughts, and beliefs are often represented with the personal pronoun "i" (fadzilah & noor, 2021). “you” was a personal pronoun that was used to mention to the individuals to whom the speaker was speaking, a specific group, or people in general. when he passed on the audiences, he used “you” to allude to the people he's talking to, which in this case was all the members of the ukrainian who were attending the event. understanding the co-text as provided in the speech could demonstrate this. furthermore, when he mentioned czech, he used you to allude to a specific group. this was related to (dahnilsyah, 2017) who stated that its role was to create a bond between the speaker and the audience. besides, example (9) also showed that he used personal pronoun yourself to refer to people in a specific group. the context of this speech was the same as in the example (8), talking about struggle and support. “you” was to serve as indefinite pronoun (håkansson, 2012). it could be used to anyone or everyone. “we” could be used to portray the idea of a political party as a team to shared responsibilities (håkansson, 2012). it was found in the finding of this study that "we" was another personal pronoun he used in his discourse. the functions were to mention to the speaker and the audience, to refer to the speaker and a third party but not the audience, and to refer to any groups that the speaker considers to be members of. the most crucial benefit of using we is that it allows you to join a group. it suggested that the speaker is attempting to position himself as the listener by utilizing inclusive. the speaker might share his responsibilities to the audience by establishing himself as the audience. he also wants to highlight that he bears the same level of responsibility as the entire ukrainian. another study which was done by (merrita, 2021), she also analyzed the president’s speech or mr. joko widodo’ speech. her study focused on the critical discourse analysis and it had difference from this study because this study focused on personal pronouns. besides, the study which was done by (sari, 2020), she analyzed about turn-taking and mechanism and power relation by using conversation analysis. it had difference from this study because this study used the one subject, that was president and focused on personal pronoun but this study had two subjects, those were teacher and student and focused on conversation analysis. so this study could give personal pronouns which was used in the speech. according to håkansson (2012), there are two broad categories for the discourse functions of we in political speeches: inclusive and exclusive. while the exclusive ‘we’ refers to the speaker and the third person pronoun and places the dian luthfiyati, fitria nur hamidah the power of ukraine’s president: personal pronouns on zelensky’s speech 186 second person you or the direct audience into another side, the inclusive ‘we’ refers to the speaker and the second person you. the general public or american citizens who have the ability to vote for the next president are the direct audiences for the presidential debate. the data shows that the inclusive we is employed more frequently than the exclusive we since both candidates wanted to win the public's support. in such a context, personal pronouns show how the speaker or writer communicates his or her perception to other participants in the discourse(romadlani, 2021). overall, it can be inferred from the use of personal pronouns in the aforementioned speech transcripts that zelensky employed techniques for selecting a variety of personal pronouns to use in accordance with the information being conveyed (beard, 2000). people develop, sustain, and steer their interactions to their receptive audience when they are communicating (farahani & kazemian, 2021). according to pradiptha et al., (2020), political discourse is a class of genres characterized by a social domain, notably politics, rather than a genre in and of itself. among the genres that belong in the political arena are parliamentary debates, political party programs, and speeches made by political leaders. people communicate in a variety of ways depending on their beliefs, ethnicity, and gestures, all of which affect how they use and comprehend language. this failure to listen to and understand what the other person is saying may be a result of this (yulistiana, 2020). politics and other spoken discourse are typically provided by an effective speaker. a multitude of advantages, including voice quality effects, face expressions, and postural or gestural system, define effective speakers. compared to written speech, spoken conversation places higher demands on the speaker (hassan, 2016). in addition to being spontaneous, speakers should pay attention to what they recently said and prepare their subsequent statements. additionally, speakers must pay attention to their interlocutors, adjust their discourse appropriately, and keep an eye on the reactions of their listeners. the pronouns used we also depart from savoy (2018) in the findings in this investigation. in the earlier research, the pronoun "we" is utilized to denote both a sense of oneness and otherness. in this study, the pronoun "we" is employed to generate a sense of community and shared accountability. political speech analysis has been acknowledged to have made a significant contribution to our understanding of social and political realities (setiarini et al., 2019). conclusion in presidential address, personal pronouns served a variety of purposes. it had to do with the speakers' agreement, point of view, intents, and goals. “i” denote a personal level, allowing the speaker to demonstrate authority, personal responsibility, dedication, and engagement. pronoun “i” and its variants were used to indicate personal evaluation and speaker's opinion based on the context, as well as to mark as subject, possessive adjective, or object in phrases. like other usage of "you," "you" in a speech refers to the person to whom the speaker was speaking, both when referring to a specific nation and when referring to all nations. the speaker might utilize “you” to address certain celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 187 members of the crowd or the entire audience. the pronoun “you” was frequently employed to mention people other than the speaker. for example, consider american citizens in general and campaign audiences. the politician positioned himself/herself as being on the same side as the people that the pronoun you refer to by utilizing the word you. meanwhile, the words "we" have diverse meanings and purposes depending on whether they are inclusive or exclusive. the inclusive "we" referred to the speaker and the entire audience to whom he was speaking, whereas the exclusive "we" referred to the speaker and his group, which did not include the listener in this case. when the president wanted to make a point his good personality in leading the nation or underline his personal dedication, service to the country and society, and supremacy, among other things, the personal pronoun "we" was frequently used. zelensky used “we” if he wanted to share accountability, as well as to engage the public and generate a sense of collectivity and shared responsibility. it might be interesting to compare and analyze the pronouns used in politics by politicians from different countries in future studies to see if there is a difference because there has been a lot of research on pronominal choices made by politicians working in the same country. there should be more research on how much of the speeches that prominent politicians give are written for them. references alemi, m., latifi, a., & nematzadeh, a. 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(2018). a discourse analysis personal pronouns in donald trump’s inauguration speech. ellic proceedings, 2, 346–350. 205 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index “grief and resilience live together”: an assessment of arthur miller’s death of a salesman philomena ama okyeso yeboah, paul otoo, james gyimah manu*, philip kwame freitas department of english, faculty of social sciences, kwame nkrumah university of science and technology, kumasi, ghana abstract the present study was carried out to assess mrs. obama’s assertion, “grief and resilience live together”, in miller’s tragedy, death of a salesman, from the theoretical perspectives of marxism and psychoanalysis. using a qualitative content analysis, the paper finds that even though the protagonist meets his tragic end through his sufferings and disillusion, he displays unparalleled courage, resilience and optimism, as a common man, in a battle with the capitalist society. the paper affirms the aforesaid statement and limns the defects of capitalism and its consequences on its victims – more so their psyche and mental state. with this paper, the researchers seek to expose the ills of capitalism and its devastating effects on the working-class members of the society. keywords: grief; modern tragedy; marxism; psychoanalysis; resilience abstrak penelitian ini dilaksanakan untuk menilai pernyataan mrs. obama, “grief and resilience live together”, dalam tragedi miller, death of a salesman, dari sudut pandang teoretis marxisme dan psikoanalisis. dengan menggunakan analisis konten kualitatif, penelitian ini menemukan bahwa meskipun tokoh protagonis menemui ajalnya yang tragis melalui penderitaan dan kekecewaan, dia menunjukkan keberanian, ketahanan, dan optimisme yang tak tertandingi, sebagai orang biasa, dalam sebuah pertempuran melawan masyarakat kapitalis. penelitian ini menegaskan pernyataan sebelumnya dan menjabarkan cacat kapitalisme dan konsekuensinya terhadap para korbannya – terlebih lagi kondisi jiwa dan mental mereka. dengan penelitian ini, para peneliti berusaha mengungkap sisi negatif kapitalisme dan dampaknya yang meresahkan terhadap anggota masyarakat kelas pekerja. kata kunci: grief; marxism; psikoanalisis; resilience; tragedi modern introduction michelle lavaughn robinson obama, a former first lady of the united states of america, asserts in her memoir, becoming, thus: “grief and resilience live together”. amongst many other things, mrs. obama sheds light on the significance of finding hope and strength amidst pain and loss. particularly, she refers to the grief of losing children to gun violence and natural calamities, and the ordeals faced by soldiers and their resultant effects on their families. for the former first lady, the pain, grief and agony that are experienced by the affected people, consequently, mould them into resilient individuals and evoke the spirit of hope for a better future. the present study is set on the idea of ascertaining the truism e-issn: 2621-9158 p-issn:2356-0401 *correspondence: jgyimahmanu@gmail.com submitted: 30 november 2022 approved: 28 december 2022 published: 30 december 2022 citation: yeboah, p., a., o., otoo, p., manu, j.g., & freitas, p.k. (2022). “grief and resilience live together”: an assessment of arthur miles’s death of a salesman. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2),205218. doi: 10.22219/celtic.v9i2.23114. mailto:jgyimahmanu@gmail.com philomena ama okyeso yeboah, paul otoo, james gyimah manu, philip kwame freitas “grief and resilience live together”: an assessment of arthur miller’s death of a salesman 206 or otherwise of the aforesaid assertion, by mrs. obama, in arthur miller’s death of a salesman. writers always write to reflect the socio-politico-cultural conditions of the societies and eras in which they find themselves. this is what makes literature an indispensable aspect of human life. rachmayanti and andini (2014, p. 84) therefore posit that “literature is the reflection about life, thought, feeling, behaviour and attitude of human being”. wahyuni (2014, p. 64) adds that “language and literature is the product of culture”. death of a salesman highlights the plights of willy loman, a man who has lost his identity and self because of the harsh economic conditions and the pursuit of the american dream – to live a better and luxurious life. willy is a sixty-three-year-old man who has been a travelling salesman for thirty-four years yet possesses nothing. in the realization of his failure over the years as a salesman, he vents his frustrations on his two sons, happy and biff, by battling verbally with them and accusing them of failing in life. the sufferings that come with the fast-changing world, the evils of capitalism, and the disappointment of not attaining his dreams in a highly competitive world, drive him away from reality and leaves him suicidal. he ends his life so his family can claim his life insurance for a better life – willy becomes a subject of the tragic. although miller’s play was written in 1949, its relevance reverberates the presentday world across all continents. it is against this backdrop that this study is positioned to assess the assertion, “grief and resilience live together”, in miller’s tragedy, death of a salesman, from the theoretical perspectives of marxism and psychoanalysis. while we glean the economic conditions that propel willy to pursue the american dream through the application of the marxist theory, the psychoanalytic theory help delve into the mind of willy for a better understanding of his mental state and his psychological motivations. miller (1949, p. 1) defines tragedy as “the consequences of a man’s total compulsion to evaluate himself justly”. he outlines the tenets of modern tragedy in his essay tragedy and the common man. this also serves as a preface for his play, death of a salesman, which had been criticized for its deviation from the aristotelian principles of tragedy. he opines that tragedy should not be restricted to characters that belong to royalty and nobility. miller’s concept of tragedy retains the catastrophic ending of the aristotelian tragedy, arguing that this last appeal is necessary to realize the truth about death for us to strengthen ourselves for life. it also maintains the idea of the tragic flaw by defining it as the “inherent unwillingness to remain passive in the face of what he, the tragic hero, conceives to be a challenge to his dignity, his image of his rightful status” (miller, 1949, p. 2). he, however, challenges the view that tragic plays should revolve around kings and people of nobility by noting that: tragedy could be understood and cherished by a majority of mankind if it revolves around a hero who they can relate to, the everyday or ordinary man. if the exaltation of tragic action were truly a property of the high-bred character alone, it is inconceivable that the mass of mankind should cherish tragedy above all other forms, let alone capable of understanding it (miller, 1949, p. 1). celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 207 this, miller believes necessitates the invocation of the tragic feeling within the audience. williams (1966) shows a firm support to the idea of the common man as the tragic hero in modern tragedy by noting that every man is important hence, the death of everyone is tragic. he challenges the classical view that the death of a king is more tragic than that of a commoner. for him, the greeks presented kings as their tragic heroes for the purpose of exciting pity and fear but considering recent happenings in the world today, every sad incident may be assessed in its own way as tragedy. as noted earlier, the paper is anchored on two principal viewpoints – marxism and psychoanalysis. propounded by karl heinrich marx and friedrich engels and often referred to as “political economy” (heyman, 2018, p. 1), marxism focuses on the struggle between capitalists and the working class. it holds the view that the power relationship between capitalists and the workers are inherently exploitative (whyman, 2022). exploitation and alienation can be said to be the two main effects of capitalism. in marxism, a person is exploited if he performs more labour than is necessary to produce the goods that he consumes. on the other hand, a person is an exploiter if he works fewer hours than needed to sustain his consumption. it holds the view that it is unfair for or unjust that some individuals would be able to earn an income without working, while others who work would be deprived of it. ideology, according to marxist critics, is a belief system, and all belief systems are products of cultural conditions. this means that theories such as capitalism, communism, religion, humanism, ethical systems, and marxism are ideologies. in the german ideology, marx and engels (1972, p. 47) define ideology thus: tyson (2006; 2014), however, stresses on the fact that not all ideologies are productive or desirable. undesirable ideologies tend to be repressive ideologies presented to citizens and in order to ensure their acceptance, they pass themselves as the natural way of doing things. presented as the natural way of seeing things, such repressive ideas prevent people from understanding the material or historical conditions which they live in because they tend to believe that those conditions have no bearings on their way of seeing and understanding the world. it is one such ideology, capitalism, which marxism sets out to attack. tyson (2006; 2014) cites the american dream, which is aptly represented in arthur miller’s modern tragedy, the death of a salesman, as one of such false and repressive ideologies. the american dream makes people believe that it is only natural to get better in life and live luxuriously. a marxist analysis of the play reveals that the american dream is an ideology, a belief system that supports the socioeconomic inequalities of capitalist countries in which the means of production – financial, natural, and human resources – are privately owned, making those who own them the dominant class. this is why tyson (2006, p. 58) argues that “the success of the american dream – the acquisition of a wealthy lifestyle for a few rests on the misery of the many”. it represents the production of ideas, of conceptions, of consciousness, all that men say, imagine and conceive, and include such things as politics, laws, morality, religion, metaphysics, etc. philomena ama okyeso yeboah, paul otoo, james gyimah manu, philip kwame freitas “grief and resilience live together”: an assessment of arthur miller’s death of a salesman 208 the psychoanalytic viewpoint first became prominent in the late 19th century as part of the wave of critical discourse pertaining to psychological treatment after 1960. proponents of the theory are sigmund freud, carl gustav jung, alfred adler and later, jacques lacan. generally, psychoanalytic theories explain human behaviours based on the interactions of various components. lipner, mendelsohn and muran (2017, p.2) assert that “psychoanalysis is a generic term for both a set of psychological theories and a group of techniques, each of which emphasizes the unconscious as an essential factor in human adaptation and behaviour”. concerning the unconscious, tyson (2006, p. 12) indicates that “the notion that human beings are motivated, even driven, by desires, fears, needs, and conflicts of which they are unaware – that is unconscious” was one of sigmund freud’s most radical insights and it still governs psychoanalysis today. freud notes that humans are motivated by desires, fears, needs and conflict between these forces which they are not aware of. the unconscious mind happens to be where sad experiences are stored. such experiences are suppressed within the unconscious mind. freud’s fundamental contribution was to ignite the systematic study of the unconscious and provide the needed linguistic expressions for such studies (habib, 2005; 2011). analysing miller’s text from the theoretical perspectives of marxism and psychoanalysis afford the researchers the opportunity to: assess capitalism and its effects on the working class and delve into the psyche of the protagonist for a better understanding of his mental state, respectively. miller’s death of a salesman has been explored from diverse angles by literary critics over the years. some critics have regarded it as a communist propaganda, denouncing the evils of capitalism whilst others have seen it as a sympathetic study of the problems of big businesses (wood, 1969). wood further notes that it has also been analysed in freudian terms and attributed to its author abstruse psychological theories whereas from the point of view of catholicism, it has been approvingly regarded as a warning of the meaninglessness of life where there is no religious faith. for zhao (2016), miller has successfully characterized the tragedy of a common salesman in america. analyzing willy’s death mainly from three main perspectives of tragedy – a personal tragedy, a family tragedy and a social tragedy – zhao (2016) concludes that willy’s death reveals some social problems behind personal and family tragedy in current societies, arousing our reflection on ethical and moral standard in a money-oriented society. qingxia (2019) establishes willy loman as a tragic hero of a modern era by attributing his flaw to the american dream and his victory to his willingness to sacrifice himself for a better life for his family. although miller’s death of a salesman has received enormous scholarly attention, no attention has been given to it with regards to its connection with michelle obama’s assertion in her 2018 memoire, becoming, that “grief and resilience live together”. consequently, this present study, leaning on the marxist and psychoanalytic theories, seeks to examine the truism of the aforementioned quotation based on the happenings in arthur miller’s tragic play. method this study employs the qualitative research approach in analysing arthur miller’s death of a salesman. the qualitative research approach grants the celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 209 researcher the opportunity to critically observe the data and offer detailed explanation and description to it (kuntjara, 2006; babbie, 2016; 2020; atrridestirling, 2001). to achieve the objective of assessing mrs. obama’s assertion in the context of the named play from the theoretical perspectives of marxism and psychoanalysis, the qualitative content analysis was used by the present researchers. this is a systematic investigation of texts to understand meanings that are present in them (leavy, 2017). findings from the marxist and psychoanalytic standpoints, the researchers find that the happenings in arthur miller’s death of a salesman, corroborate michelle obama’s assertion that “grief and resilience live together”. even though willy loman dies at the end of the play, his persistent pursuit of the american dream and eventual death expose the detrimental impact of capitalism on the ordinary working-class member of the society. willy’s resilience is unmatched as he battles fiercely to rise above the prescriptions of a society that does not recognize his kind. his death therefore can be considered as an assertion of “victory”. from the marxist perspective, the researchers find that through class struggle and willy’s quest for economic success and equality in a capitalistic society, he and his family plunge into untold hardship, difficulty and grief. even though the entire story revolves around loman, his wife, linda, whose lamentations and sympathy for willy makes her an advocate for the working class and the exploited, brings out vividly, the sorrow and grief registered in the play as she constantly laments her husband’s condition. through the psychoanalytic viewpoint, the researchers unravel a deeper understanding of the push factors and psychological motivations that compel willy to engage in such fierce battle with a society that he cannot possibly conquer. the resilience that willy exhibits is clearly seen through his position as a modern tragic hero – his total compulsion to evaluate himself justly in the society and also, being one who does not remain passive in the face of what he considers a threat to his dignity. this compels him to patronize the american dream – the need to get ahead, the need to be better than before and the need to be better than others. he becomes a disillusioned salesman who thinks he can be just as good as anyone else in the society. through his death, willy loman does not only sacrifice himself for his family but also for anyone who is exploited and discriminated against simply because of the level of stratification that exist within our societies. as evident from the discussion, willy’s quest for success and recognition in a highly capitalistic society destroys his personality, ruins his relationship with his sons and leaves him suicidal. this is indicative of how undesirable and repressive capitalism is as an ideology and an economic system. discussion miller’s (1949, p. 1) definition of tragedy as “the consequences of a man’s total compulsion to evaluate himself justly” rightly matches michelle obama’s assertion that “grief and resilience live together”. naturally, when one faces difficulties, he or she sets out to overcome them but it is often not devoid of challenges. in miller’s play, death of a salesman, readers are introduced to a tragic hero who refuses to remain passive in a society of great economic difficulty and philomena ama okyeso yeboah, paul otoo, james gyimah manu, philip kwame freitas “grief and resilience live together”: an assessment of arthur miller’s death of a salesman 210 inequality. in the process of clinging to a resilient ideology of also becoming somebody who is successful and well-liked by everyone, he and his family experience immense grief and hardship. willy is in constant altercation with his son biff because he (willy) always projects his fears and failures on him. his pursuit of the american dream makes him ascribe his fears and unfulfilled desires to his son and condemns him for it. willy condemns his son (biff) for not being successful at the age of thirty. he tells his wife: for willy, a man is nothing unless he is successful. he fears that his son might end up being a failure like himself since he seems to have accomplished nothing at the age of thirty. it is for this reason that he pushes biff to pursue the american dream like he does with little or no regard for the consequences. this is evident in one of willy’s imaginary conversations with ben, his dead brother: this shows willy’s determination to secure a dignified spot in the society for his sons. he therefore extends his frustrations to biff and expects him to be all that he is not and cannot be. the difficulty that accompanies this agenda only makes him a daydreamer. this is what psychoanalysts term “projection” – ascribing our fear, problem, or guilty desires to someone and then condemning him or her for it, in order to deny that we have it ourselves (tyson 2006, p. 15). willy believes that for one to secure a reputable place in the society, he or she must be well-liked and successful – hence, his desperation to be liked. he tells his sons: …because the man who creates personal interest, is the man who gets ahead, be liked and you will never want. you take me, for instance. i never have to wait in line to see a buyer. “willy loman is here! that’s all they have to know, and i go right through” (p. 20). willy: how can he find himself on a farm? is that a life? a farmhand? in the beginning, when he was young, i thought, well, a young man, it’s good for him to tramp around, take a lot of different jobs. but it’s more than ten years now and he has yet to make thirty-five dollars a week! linda: he’s finding himself, willy. willy: not finding yourself at the age of thirty-four is a disgrace...the trouble is he’s lazy, goddammit! (p. 5) ben: william, when i walked into the jungle, i was seventeen. when i walked out i was twenty-one. and, by god, i was rich! willy …was rich! that’s just what the spirit i want to imbue them with! to walk into a jungle! i was right! i was right! i was right! (p. 35) celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 211 willy’s fascination with individual success clearly stems from his relentless quest to protect his dignity and that of his family. this, according to tyson (2006, p. 65), is in line with the ideology of the american dream which stipulates that self-worth is only acquired through economic success. as a salesman, he tries futilely to challenge a capitalistic system that seeks to exploit and repress him after working over thirty years for a company. he is therefore disillusioned by his quest to prove his self-worth, gain respect, and become rich in the society. he reassures and motivates himself with statements such as, ‘personality always wins the day’ and ‘start big and you’ll end big’. mr. loman is obsessed with living a luxurious life to the extent that he finds it almost impossible to differentiate between reality and illusion. he tells happy and biff: the first-person narration often employed in such instances makes it difficult for the audience to make out the authenticity of willy’s claims. this is because, with the first-person narrative, readers only see what the narrator sees and what the narrator chooses to share (guo, 2021; tucker, 2011). however, one cannot help but to think that willy, a dreamer as he is, is only living in his mind, a luxurious life that he can’t possibly afford to live in reality. this substantiates the claim of psychoanalysts that what a person cannot express or do because of social rules will be expressed and accomplished in dreams, where there are no social rules (adler, 1957, p. 358). similarly, in willy’s mind and imagination, he seems to be insulated from the belligerent forces of capitalism than in reality. this is why he constantly boast of a deluxe life that he cannot possibly have in the economically harsh society that he finds himself. this is what psychoanalysts call “wishfulfilment”. according to pataki (2014), wish-fulfilment is a psychoanalytic concept that applies to situations in which some agent with a frustrated desire represents the world as he would like it to be rather than as it actually is. willy even boasts of how massive his funeral will be because he believes he is well known. this is seen in his imaginary conversation with ben: america is full of beautiful towns and fine, upstanding people. and they know me, boys, they know me up and down new england. the finest people. and when i bring you fellas up, there’ll be open sesame for all of us, ‘cause one thing, boys: i have friends. i can park my car in any street in new england, and the cops protect it like their own (p. 18). …but the funeral – (straightening up) ben, that funeral will be massive! they’ll come from maine, massachusetts, vermont, new hampshire! all the old-timers with the strange licence plates – that boy will be thunder-struck, ben, because he never realized – i am known! rhode island, new york, new jersey – i am known! (p. 97) philomena ama okyeso yeboah, paul otoo, james gyimah manu, philip kwame freitas “grief and resilience live together”: an assessment of arthur miller’s death of a salesman 212 miller’s tragic hero obviously does not want to accept his place in the society as a common man, but chases after unrealistic dreams of becoming a known man. this is why miller (1949) asserts that the tragic hero’s flaw is his intrinsic reluctance to be unconcern about the challenges or ordeals that pose as a threat to his dignity. it is apparent that willy loman knows his place in the society as a salesman but he refuses to accept his fate submissively. his resilience is explained to some extent by alfred adler’s psychoanalytic view as a unified driving force of human attitudes and experiences (hofman, 2020). adler (1957; 2013) calls this driving force “the striving for perfection”. this view shifts more towards the idea of selfactualization: the desire to fulfil our potentials, the strife to become better versions of ourselves, and to reach our ideals. he first called this “striving for perfection” then later as “the aggression drive”. willy goes every length just to prove that he is just as good as everyone else. discussing freud’s theory of perfectionism, cohen (2020) calls this achievement perfectionism – a type of perfectionism which centres on self-gratification. before biff goes to stanley to seek a job, willy advises his son to lie about himself and his accomplishments just so he does not appear as someone without a purpose. willy tells biff: every decision that willy takes seems to be influenced by his relentless pursuit of the american dream – his desire to be rich and successful – even if it means concocting lies and living a pretentious life. he doesn’t want to simply accept his fate as a common man in a society in which classism is the order of the day. although martin (2019) suggests that perfectionism may be caused by a combination of personality traits, childhood experiences, demanding parents, or culture, it is obvious that in the case of willy in death of a salesman, his quest for perfection is as a result of the economic pressures that accompany capitalism. nilsen (1994, p. 155) therefore asserts that the fault lies in the “impairment of willy’s conscience and sanity by intolerable economic pressures”. clearly, willy’s quest for self-identity in a capitalistic commercialized world causes him to lose his sanity as he drowns in the pool of depression. this reflects hamachek’s multidimensional approach to perfectionism. perfectionism could be normal or neurotic (ho, 2015). the latter corroborates the form of perfectionism that willy displays. hamachek (1978) describes this kind of perfectionism as displayed by willy as the strive for unrealistic and often unattainable goals. undoubtedly, willy’s pursuit of the american dream makes him a neurotic perfectionist. this is evident in his persistent pursuit and desire to become someone in the society. for ho (2015, 9. 20), hall (2006) explains willy’s actions better when he argues that “the neurotic perfectionist engages in an unhealthy form of intense achievement striving which is fuelled by a fear of failure…” and if anything falls off the desk while you’re talking to him – like a package or something – don’t you pick it up. they have office boys for that… tell him you were in business in the west. not farm work. and don’t undersell yourself. no less than fifteen thousand dollars. because you got a greatness in you, biff, remember that. you are all kinds of greatness… (p. 48) celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 213 willy’s struggle with the society that he finds himself limns precisely the intensity of the grief registered in miller’s play and that which michelle obama makes reference to in her memoir. as indicated by mccabe (2018), marxism identifies two mutually contradictory classes in the society – the capitalist and the working class. willy definitely can be associated with the latter. he is a salesman who after working for over thirty-years for a company is stripped off his salary and put on straight commission work. his wife, linda, laments willy’s plight, the exploitation and class inequality in a capitalistic society: willy’s wife, like a communist activist, condemns this repressive economic system by recounting willy’s bitter experiences as a member of the working class with the capitalists, those who own and manage businesses in their own interests with the aim of making profit. consequently, she brings to bare the devastating effects of capitalism on the common man and the untold grief and hardship that comes with the system. she laments again: the above extract is replete with rhetorical questions. such questions are not designed or expected to illicit an answer (wales, 2014; yankah, 1994). they were utilized in the extract to charge emotions and to express strong feelings of outrage and vehement indignation (abioye, 2009, p. 3). their usage is a deliberate attempt to highlight the grief that is registered in the play. the rhetorical questions posed by linda clearly indicate how undesirable capitalism is for the working class and the intensity of their pain. willy borrowing money from charley and lying to his wife that it is his salary only shows the level of economic hardship his family has been subjected to because of the competitiveness of the business world. linda willy loman never made a lot of money. his name was never in the paper. he’s not the finest character that ever lived. but he’s a human being, and a terrible thing is happening to him. so attention must be paid. he’s not to be allowed to fall into his grave like an old dog. attention, attention must be finally paid to such a person. you called him crazy... what goes through a man’s mind, driving seven hundred miles home without having earned a cent? why shouldn’t he talk to himself? why? when he has to go to charley and borrow fifty dollars a week and pretend to me that it’s his pay? how long can that go on? how long? (p. 38-39) a small man can be just as a great man, he works for a company thirty-six years this march, opens up unheard-of territories to their trademark, and now in his old age they take his salary away…for five weeks he’s been on straight commission, like a beginner, an unknown!...those ungrateful bastards. when he brought them business, when he was young, they were glad to see him but now his old friends, the buyers that loved him so and always found some order to hand him in a pinch – they are all dead, retired (p. 39). philomena ama okyeso yeboah, paul otoo, james gyimah manu, philip kwame freitas “grief and resilience live together”: an assessment of arthur miller’s death of a salesman 214 seems to sympathize with her husband. she tries to justify willy’s actions and exonerates him completely of them whilst putting the blame directly at the door steps of the capitalistic society in which they find themselves. without speculating, one can even argue that for linda, willy falls into tragedy through no fault of his but because of his attempt to live up to the expectation of a capitalistic society and in the process, maintain his dignity. the harsh economic conditions willy experiences his salary being taken away, working on commission, his inability to pay his insurance, being fired by howard after working in the company for over thirty years and borrowing money from charley just to pretend it is his salary – are circumstances that will definitely wrench the soul of any mortal and squeeze every bit of joy and happiness within. no wonder willy becomes suicidal. linda reveals this to biff: willy ’s suicide attempts and hallucinations reveal the psychological torture and stress he is subjected to almost each and every day in a society where the rich enrich themselves by mercilessly exploiting the poor. the level of financial stress experienced by willy can indubitably make him suicidal. this is why the american foundation for suicide prevention (2018) warns that stressful life events (which willy’s situation is no exception), can trigger suicidal behaviour in some people. at the requiem, a section of the play where grief is predominantly registered, charley paints a clear picture of willy’s predicaments and that of the members of the working class in general. he says: charley in the extract above helps the audience to better understand willy’s actions and status in the society. we can deduce from charley’s statement that willy is just a common man who is neither an engineer, a law maker nor a doctor, linda: he’s dying biff… biff: why is he dying? linda: he’s been trying to kill himself biff: how? linda: remember i wrote to you that he smashed up the car again? in february? the insurance inspector came. he said that they have evidence. that all these accidents in the last year – weren’t – weren’t accidents (p. 4041) nobody dast blame this man. you don’t understand; willy was a salesman and for a salesman, there is no rock bottom to the life. he don’t put a bolt to a nut, he don’t tell you the law or give you medicine. he’s a man way out there in the blue, riding on a smile and a shoeshine. and when they start not smiling back – that’s an earthquake…nobody dast blame this man. a salesman is got to dream boy. it comes with the territory (p. 107). celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 215 but instead a simple salesman who only relies on the smiles and approvals of others in high places. charley also admits that it is only normal for such a person to have dreams of becoming successful. the grief and loneliness that clouds the lives of willy and his family is further exacerbated as none of his so-called acquaintances shows up at his funeral. this is seen in the ensuing dialogue: the intensity of the grief experienced by willy’s family at this point validates the marxist view of capitalism being a repressive ideology that blinds the working class and keeps them subservient to the ruling power system (tyson, 2006, p. 57). even though the entire story principally revolves around willy loman, it is also clear from the foregoing that a discussion on grief and resilience in the play will definitely be incomplete without the mention of his wife, linda. she seems to be the glue that binds the entire family together. she sympathizes with willy when no one seems to care about him. she defends him whenever the need arises. she bitterly laments the loss of her husband when excused by charley, happy and biff thus: linda’s lamentation which is filled with repetitions and rhetorical questions, shows the level of grief and sorrow that shrouds willy’s life in his quest to obtain a dignified spot in the society. as seen in the extract above, the grief registered in the play is so great that linda finds it difficult to cry. she asks questions that she possibly cannot get answers to. the idea that they have been able to make the last payment on their house but willy is not alive to witness it makes the grief much more glaring and arouses pity in the audience. conclusion the present study was carried out to assess the assertion, “grief and resilience live together” in miller’s tragedy, death of a salesman, from the theoretical perspectives of marxism and psychoanalysis. the marxist perspective paints a clear picture of class struggle, willy’s quest for economic success and equality in a capitalist society. with this, he and his family plunge into untold forgive me, dear. i can’t cry. i don’t know what it is, but i can’t cry. i don’t understand it. why did you ever do that? help me, willy, i can’t cry. it seems to me that you’re just on another trip. i keep expecting you. willy, dear, i can’t cry. why did you do it? i search and search and i search, and i can’t understand it, willy, i made the last payment on the house today. today, dear. and there’ll be nobody home. (a sob rises in her throat.) we’re free and clear. (sobbing more fully, released) we’re free (p. 108). linda: why didn’t anybody come? ... but where are all the people he knew? ... biff: he had the wrong dreams. all, all, wrong... he never knew who he was (p. 106). philomena ama okyeso yeboah, paul otoo, james gyimah manu, philip kwame freitas “grief and resilience live together”: an assessment of arthur miller’s death of a salesman 216 hardship, difficulty and grief. the lamentations and sympathy for willy from linda make her an advocate for the working class and the exploited, and vividly brings out the sorrow and grief registered in the play. the psychoanalytic perspective affords us to know the psyche and mental state of willy in order to better understand his resultant actions. the idea that grief has the potential of evoking hope and resilience is clearly seen in the play through the theoretical perspectives employed for this study. it has been established that the happenings in the play corroborates mrs. obama’s assertion. willy’s death, just as the case of sir thomas moore in a robert bolt’s man for all seasons, shows how one can raise awareness and unravel the follies in society. willy’s grief for having worked for over thirty years as a salesman without being a successful man, in the eyes of the society, made him live with some resilience of accomplishing the supposed dream, albeit in an excessive way which led to his tragic death. his struggles and death do not only represent the failure of an ordinary man, a father and a husband, but reveal the truth about the harsh economic realities experienced in societies whose prescriptions cause people to blindly chase unrealistic dreams. even though willy dies tragically, his death opens doors for us to scorn economic inequality and makes the system of capitalism unappealing. references abioye, t. o. 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(2016). an analysis of willy loman’s tragedy in death of a salesman. 6th international conference on electronics, mechanics, culture and medicine (emcm 2015) (pp. 403-406). atlantis press. 236 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah* postgraduate of english language education department, universitas muhammadiyah malang, indonesia* abstract the focus of this research is to determine 8th-grade junior high school students and teachers’ learning and teaching perspectives about english and their learning and teaching needs for short functional text (sft) for developing interactive video for ramadan glossary. utilizing the initial step of borg and gall research development processes, this study was carried out a junior high school in malang – east java province and two junior high schools in riau islands sumatera. a total of 60 students and five english teachers participated in this research and voluntarily filled up questionnaires to meet the objectives of this study. the findings revealed that all students and teachers believed that sft should be presented interactively. they suggested that interactive was suitable to be developed to meet the students and teachers’ needs of teaching materials about ramadan glossary which were divided into three groups: ramadan preparation, during ramadan, and after iftar. the interactive video is suggested due to its potential to enhance students’ engagement in learning english skills using sft. therefore, the findings of this research provide valuable insights into effective english teaching practices. keywords: english teaching material; material development; ramadan glossary abstrak fokus penelitian ini adalah untuk mengetahui prespektif siswa kelas 8 smp dan gurunya dalambelajar dan mengajar bahasa inggris melalui teks fungsional pendek serta kebutuhan akan materi pembelajaran dalam bentuk video interaktif tentang kosakata ramadan. penelitian ini merupakan penelitian awal yang menggunakan tahap pertama dari langkah penelitian pengembangan yang disampaikan oleh borg dan gall. data penelitian ini dikumpulkan dari satu smp di malang jawa timur dan dua smp di kepuluan riau sumatera. sebanyak 60 orang siswa dan 5 orang guru bahasa inggris yang menjadi partisipan penelitian ini untuk mengisi kuesioner untuk mendapatkan data sesuai dengan tujuan penelitian. temuan penelitian ini menunjukkan bahwa siswa dan guru menilai pentingnya pembelajaran interaktif pada teks fungsional pendek dalam mempelajari kosa kata ramadan. mereka meyakini bahwa video interaktif harus dibuat sesuai dengan analisa kebutuhan siswa dan guru tentang kosakata ramadan yang sesuai dengan hasil penelitian ini dibagi dalam tiga kelompok yaitu: persiapan ramadan, selama ramadan, dan setelah buka puasa. video interaktif ini diharapkan dapat meningkatkan keterlibatan siswa dalam mempelajari ketampilan berbahasa inggris menggunakan teks fungsional pendek. selanjutnya, penelitian ini akan e-issn: 2621-9158 p-issn:2356-0401 *correspondence: fardini@umm.ac.id submitted: 22 november 2022 approved: 22 december 2022 published: 31 december 2022 citation: fikriyani, s. et al. (2022). needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2), 236254.doi: 10.22219/celtic.v9i2.22681 mailto:fardini@umm.ac.id celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 237 berkontribusi pada pengetahuan baru tentang pembelajaran bahasa inggris yang efektif sesuai dengan kebutuhan belajar dan mengajar. kata kunci: materi ajar bahasa inggris; glosarium ramadan; pengembangan materi introduction teaching materials are resources and tool used by teachers to support and facilitate student learning. they can include a wide range of materials, such as textbooks, handouts, worksheets, videos, games, and other resources that are used to present information and facilitate learning in the classroom. effective teaching materials should be well-organized, engaging, and aligned with the curriculum and learning goals. they should also be appropriate for the age, experience level, and other characteristics of the students. teaching materials can play a key role in the success of a lesson or course, as they provide the resources and support the students need to understand and retain new information. it is important for teachers to carefully select and use teaching materials to ensure that they are effective in supporting student learning. additionally, they should be innovative and correspond to the 21st century’ s language learning (yunus, 2018). teaching material is a type of learning program that is extremely beneficial to the learning process. teaching materials, according to hamdani (2011), are materials developed to assist teachers in teaching and carrying out teaching and learning activities in order to establish an environment or climate that helps students to learn. majid (2011) states that teaching materials are items used to assist teachers in teaching and carrying out teaching and learning activities. in many schools, some teachers are able to give students the right materials, while others are unable to do so because material development is a practical process of creating that starts in during university days. in a case of indonesia, text book is primary source of learning and the quality of the english as a foreign language (efl) published materials have not provided extra or supplementary materials, feasible for the students learning needs (hanifa, 2018). that was why chapelle (2001) mentioned that material development is still largely a practitioner-led process. some teachers, in reality, did not grow up in a comparable setting. without a doubt, they lose confidence and motivation in designing teaching or learning materials. it is important for instructional resources to be designed and used in such a way that meets the needs and goals of the students, the curriculum, and the learning environment. this can ensure that the resources are effective in helping students learn and reach their full potential. teaching materials must be provided in accordance with the curriculum's expectations, which is a culmination of national education standards' content, process, and graduation competence standards. the target attributes are then tailored to the surroundings, abilities, interests, and backgrounds of the students. a good learning design and creative teachers who use effective teaching resources can facilitate faster and easier learning for students. this highlights the importance of teachers in incorporating engaging media, techniques, and content in shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 238 their instruction to increase student involvement and improve academic achievement (primadona & prastiyowati, 2018). therefore, the researchers in this study have employed interactive videos to engage the students in learning about the ramadan glossary. students can learn deeply through interactive videos that incorporate interactive learning opportunities. students are given several opportunities to actively engage in and contribute to the learning process through the use of interactive video. by increasing learner-content interaction, the interactive video may inspire students and enhance learning efficiency. through active engagement with interactive video, it encourages learners to pay close attention to the lesson content. by modifying and editing movies, interactive learning experiences may be made that encourage students to halt and participate in a specific learning activity (zhang et al., 2006). a technology called interactive video combines interaction with linear film/video. therefore, using interactive video in the teaching-learning process is a method that employs video as the media to impart the lesson and encourage student participation. using interactive videos can be a great way to motivate students, as they can engage them through multiple senses and provide role models who are native english speakers. students are given the chance to take part in more active learning experiences and maximize their skills through interactive video resources (ma’rifah, 2013). students may be more motivated to understand and achieve better learning outcomes when watching interactive videos. the interactive video for this study includes short functional text that uses the ramadan glossary as a vocabulary resource. it is anticipated that the creation of this material will improve students' comprehension of the information presented in class. additionally, the creation of this content has focused on teaching vocabulary related to ramadan glossary. there are four skills – listening, speaking, reading, and writing that must be learned when learning english as a foreign language. in addition, learners should master vocabulary, grammar, and pronunciation in order to acquire the four skills. many students are challenged by the fact of which should be mastered vocabulary and grammar. where do i begin? one of the most crucial components of learning a language is developing vocabulary. according to nurbaya (2014), pupils cannot write, read, or communicate in english if they do not understand the meaning of the terms. of course, teaching vocabulary first can help pupils read, talk, and write in english more efficiently. as vocabulary a crucial part of all language skills, including listening, speaking, reading, and writing (fitriana & maro, 2018), understanding and improving vocabulary is critical for students learning a language since the more vocabulary they know, the better they can understand the meaning of the terms (lelawati et al., 2018). according to this view, as vocabulary is the foundation of a language, it is crucial for students to learn the vocabulary of the target language. however, because the student’s vocabulary is lacking, teaching vocabulary is often challenging, especially in junior high school. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 239 putri and wahyuni (2019) synthesized nation's (2000) argument about numbers of vocabulary to achieved by particular language learners. 3,000 words are required for the reader to be able to read and understand the uncomplicated content. additionally, 2,000 to 3,000 words of vocabulary, along with certain academic terminology or written content are required for the essay's purpose. when students experience betterment in vocabulary, they will get the wider opportunities to utilize that vocabulary in various contexts, such as speaking, writing, or understanding texts. vocabulary is a word that people can understand and use to produce an active conversation. a vocabulary is a group of words that learners know and use to construct sentences (nurbaya, 2014, jayanti & norahmi, 2015). vocabulary is a collection of words that can be employed in a language and are known by their meaning. someone's vocabulary is described as a collection of all words that individuals understand, or that may be used to construct a new sentence. one of the purposes of teaching english as a foreign language is to improve students' vocabulary. as a result, students should be provided ample opportunities to grasp language by learning to remember lipids in their long-term memory in a simple manner. in specific setting like in islamic school, vocabulary related to islamic values was also introduced to get the students familiar with english vocabulary related to religious activities at school (khoiriyah et al., 2022). therefore, the english teacher should be creative and able to play a vital role in making the english lessons more engaging and functional. there are two different text types in english: short functional text and long functional text. a functional text is one that offers knowledge on a topic that is relevant to daily life. text that is functional because it can be used for specific purposes. according to nasution and siregar (2021), a brief piece of writing with forms, functions, and a specific message for the audience is referred to as a short functional text. short functional text (sft) is one of the media used to teach vocabulary. the medium is used in accordance with some notions of brief functional text. as a result, students have a variety of options to improve their english vocabulary through activities that are fun for them and can help students memorize and pay attention when studying vocabulary. students are also given knowledge so that they are not tired of adopting the word they are supplied with. according to prasetyarini (2016), short functional texts are meant to help readers understand the texts quickly, and they are usually distinguished by the use of clear, simple, and consistent sentences, visuals or symbols, and the use of certain words or letters. in daily life, short functional texts could be found in new mobile phone or electronic devices manual instructions as well as train and flight information. in his earlier research on producing short functional texts utilizing interactive multimedia in smpn 4 yogyakarta, nahar (2016) focused on english material production. based on the learning needs analysis of the students he revealed in his r&d research, his finding shows that learning sft through a new text-related interactive multimedia is more effective than normal for both the students and the teachers. however, while utilizing interactive multimedia is a good approach, the shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 240 content and context of the material often misaligned with our student’s interest and perspective. based on the findings of a needs assessment conducted in three designated schools, the majority of students want to learn english, particularly with a focus on developing vocabulary skills. they are also interested in learning about the vocabulary related to ramadan in short functional texts that are connected to their daily lives and using interactive materials in the learning process. in addition, the students reported a desire to improve their vocabulary skills through short functional texts that are related to virtual life, and to learn through visual mediums such as animated films. the needs assessment also revealed that the english teachers at these schools believe that short functional text is interesting and should be taught to students using engaging and easy-to-understand multimedia and examples that are relevant to the student’s daily lives. teaching ramadan vocabulary can be important for a number of reasons, particularly in the context of teaching short functional texts. some potential benefits of teaching ramadan vocabulary include improved language proficiency: teaching vocabulary is an important part of language learning, and learning new words and phrases can help students become more proficient in a second language. teacher can enhance students’ language skills by focusing on vocabulary related to ramadan. exploring the terminology and traditions associated with ramadan can also help students develop awareness and appreciation of muslim culture, which is a significant cultural and religious celebration of muslims. teachers can foster greater engagement and efficacy in learning process by providing examples and resources that are relevant and significant to student’ lives. through teaching ramadan vocabulary in the framework of sft, teachers can assist students in linking the language they are learning to their own experiences and areas of interest. the current teaching materials for ramadan primarily consist of videos explaining individual words without any context of connection to the other content. this results a monotonous and tiresome learning experience that mainly relies on rote memorization. to address this issue and offer additional educational resources on ramadan, the focus is on creating short functional texts and vocabulary. this research aims to achieve two objectives: first, to identify the students and teachers’ perspectives about learning and teaching english and their needs of sft for developing interactive video for ramadan glossary. the research questions that guide this study as as follows. 1) what are the students’ perspectives on learning english by sft and their needs on learning materials for ramadan glossary? 2) what are the teachers’ perspectives on teaching english by sft and their needs on teaching materials for ramadan glossary? method research design this study was carried as the initial part of educational research and development (r & d). according to borg and gall (2003), educational research and development is an industry-based development paradigm in which research celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 241 findings are utilized to build new educational goods and procedures, which are then rigorously field-tested, reviewed, and revised until they meet specified effectiveness, quality, or other criteria. there are 10 steps to follow, namely (1) need analysis, (2) planning, (3) developing a preliminary form of the product, (4) preliminary field testing, (5) revising the main product, (6) playing field testing, (7) operational product revision, (8) operational field testing (9) the final product revision and (10) dissemination and implementation. according to siburian (2020), development research is a research method that is effective enough to improve learning processes in order to generate new products or improve existing products so that they can be accounted for. however, this study only follows the first step of borg and gall's idea of teaching material development, as the most and crucial step to develop the most appropriate teaching materials. data collection and analysis to obtain the data of the students’ perspectives on english learning and their needs of sft materials for ramadan glossary, two questionnaires were distributed to 60 students from three schools. they were about the students’ perspective about learning english and their needs sft for ramadan glossary. additionally, two questionnaires were also distributed to eight english teachers from the same schools in order to provide the data about the teachers’ perspectives about teaching english and their needs of sft teaching materials related to ramadan glossary. the data from the questionnaires were analyzed to get the input of the students and teachers’ perspectives about learning and teaching english and the most suitable learning and teaching materials in sft regarding to ramadan glossary. to analyze the data from the questionnaires, descriptive statistics was utilized. according to (ellis, 2012), descriptive statistics can provide information about the measures obtained from the whole investigated groups. findings this section discusses the research findings, including: 1) students’perspectives about english learning by short functional text (sft) and their needs on sft for ramadan glossary, and 2) teachers’ perspectives on teaching english through sft and their needs of sft on ramadan glossary. the students’ perspective on learning english through sft the student perspective on learning english, specifically short functional text, is shown the following table. table 1. the students’ perspectives of english learning materials short functional text no item strongly agree (sa) agree (a) neutral (n) disagree (d) strongly disagree (sd) 1 i want to expand my vocabulary. 18 30% 26 43% 7 12% 4 7% 5 8% 2 i want to improve my grammatical skills. 26 43% 21 35% 5 8% 2 3% 6 10% shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 242 3 i want to increase my writing abilities. 39 65% 16 27% 4 7% 1 2% 0 0% 4 i want to enhance my ability to listen. 29 48% 17 28% 13 22% 1 2% 0 0% 5 i want to boost my reading comprehension. 30 50% 16 27% 8 13% 0 0% 6 10% 6 i want to increase my public speaking abilities. 21 35% 24 40% 13 22% 2 3% 0 0% 7 i am interested in learning the materials related to my daily life 15 25% 21 35% 11 18% 8 13% 5 8% 8 i am interested in learning materials related to virtual world life, such as social media, youtube, and gaming. 23 38% 20 33% 12 20% 5 8% 0 0% 9 i am interested in learning material related to the context that recently happens 18 30% 22 37% 17 18% 2 3% 1 2% 10 i'm interested in learning materials related to the subject i am interested 25 42% 16 27% 14 23% 3 5% 2 3% 11 i want to study short functional text by listening to the teacher explain it. 19 32% 22 37% 7 12% 6 10% 6 10% 12 i prefer watching videos to learn sft. 11 18% 20 20% 24 40% 4 7% 1 2% 13 i like to study sft through powerpoint slides rather than from school books. 15 25% 20 33% 20 33% 4 7% 1 2% 14 i want to study sft literature by playing games or through social media. 21 35% 18 30% 7 12% 7 12% 7 12% 15 i like watching animated videos to study sft 19 32% 24 40% 9 15% 4 7% 4 7% 16 i want to learn short functional text in a one-onone setting. 8 13% 21 35% 26 43% 3 5% 2 3% 17 i want to study short functional text through 13 22% 24 40% 16 27% 1 2% 6 10% celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 243 conversation in a group setting. 18 i want to study short functional text by doing it myself. 8 13% 12 20% 13 22% 19 32% 8 13% 19 i want project-based short functional text literature. 7 12% 15 25% 20 33% 16 27% 2 3% 20 i want to learn short functional text via student worksheets. 8 13% 20 33% 21 35% 8 13% 3 5% mean percentages 31% 33% 22% 8% 5% from table 1, it is clarified that the majority of responses to comments about students' perspectives on english learning through sft are positive, with 65% choosing strongly agree. this demonstrates that students are aware of the importance of learning english, and nearly all of them opt to enhance their writing skills. the least common response to items presented to pupils is 0% strongly disagree. the student responses were analyzed using descriptive statistics, as reported in the form of frequency and percentage, as follows. extracted from table 1, the following figure demonstrates that students prefer to study english through writing (65%) and reading (50%). meanwhile, the outcome is encouraging in terms of learning about sft and applying it to their daily lives, as well as using a variety of interactive materials in the learning process. figure 1. students’ expectations in learning short functional text furthermore, from general information about the students’ perspectives of learning english, the following are the explanation. a) topic to study in short functional text students are more interested in studying short functional texts related to the virtual world of living with a percentage of sa = 39% (24 students) and also related to themes of interest with a larger percentage of sa = 42% (25 students), shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 244 according to data gathered from surveys. as a result, students in the sft learning process are more interested in issues that are relevant to the virtual world living as well as subjects that they are interested in. it is elucidated by the following figure. figure 2. students’ perspectives about interest topics in learning short functional text b) student's preference for learning style in learning short functional text 37% (41 students) want to learn a short functional text using an auditory learning approach, which involves simply listening to the teacher describe the material. however, a bigger percentage of students or responders, 40% (43 students), prefer to learn visually, such as through watching animated movies in sft learning. as a result, a majority of students choose to learn by watching animated movies because they can better absorb the information this way. the following figure helps explain this point. figure 3. students’ perspectives about favorite learning technique in learning short functional text 31% 40% 15% 7% 7% ss s n ts sts celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 245 c) student's preference for learning method for learning short functional text the majority of students prefer to study short functional text (sft) through discourse in a group context, with a high percentage of 40% (37 students) preferring to agree. this can help students absorb the content more easily as a group using their favorite learning technique. it is described by the following pie chart. figure 4. student's preference for learning methods for learning short functional text students’ needs on sft ramadan glossary related to sft related to ramadan glossary, table 2 elucidates the data of the students’ needs. table 2. statistical data on students need analysis regarding the ramadan glossary no item strongly agree (sa) agree (a) neutral (n) disagree (d) strongly disagree (sd) 1 i want to know the english terms for the month of ramadan. 28 47% 15 25% 8 13% 7 12% 2 3% 2 i am very interested in short functional texts related to the month of ramadan in the form of (caution/warning)/inst ructions/warnings 28 47% 23 38% 6 10% 2 3% 1 2% 3 i am very excited to learn about greeting cards or ramadan greeting cards. 27 45% 24 40% 6 10% 2 3% 1 2% 4 i think the greeting card or holiday greeting card is very interesting. 27 45% 21 35% 10 17% 1 2% 1 2% shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 246 5 making an advertisement about the menu for breaking the fast in english is more fun. 21 35% 23 38% 8 13% 7 12% 1 2% mean percentages 43% 38% 13% 5% 2% table 2 discloses two most common responses to the statement, both with 47% choosing strongly agree, make up this category. this demonstrates that students desire to learn the terms used during ramadan in english and are enthusiastic about doing so. 1% of students chose strongly disagree with multiple items as their response to the least of the claims. based on the data, the results of student responses on their needs for the ramadan glossary show two high percentages: sa = 47% (28 students), a = 38% (23 students), and sa = 45% (27 students), a = 40% (24 students), indicating that most students are more interested in short functional text related to the month of ramadan in the form of "caution/warning" and students also like to learn sft about greeting cards related to ramadan glossary. figure 5. student’s perspective on ramadan glossary teachers’ perspectives on teaching english through sft the teacher's perspective on teaching english, specifically short functional text is shown in the following table. table 3. statistical data of teachers perspective on teaching english sft no item strongly agree (sa) agree (a) neutral (n) disagree (d) strongly disagree (sd) 1 short functional text is an interesting material to be taught for eight grade students. 0% 0 75% 6 13% 1 13% 1 0% 0 2 using an interesting media in teaching short functional text is helpful for eighthgrade students 50% 4 25% 2 13% 1 0% 0 13% 1 47% 38% 10% 3% 2% ss s n ts sts celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 247 3 teaching short functional text through video/interactive video can make students engage and increase their interest 38% 3 50% 4 0% 0 13% 1 0% 0 4 the short functional text information must be given via a range of engaging and enjoyable learning devices. 25% 2 50% 4 13% 1 0% 0 13% 1 5 students are more engaged and grasp the content regarding short functional text faster when it is presented as a video or animated film. 13% 1 63% 5 13% 1 13% 1 0% 0 6 the content distribution of process text must be supplemented by examples so that students may grasp the subject more easily. 50% 4 25% 2 13% 1 0% 0 13% 1 7 students will understand procedure texts more easily if they incorporate anything familiar from their daily lives. 25% 2 63% 5 0% 0 13% 1 0% 0 8 the student should be able to produce something when doing an assignment related to short functional text through video 13% 1 38% 3 38% 3 0% 0 13% 1 9 the student should be able to produce something when doing assignments related to short functional text through posters or similar graphic design 13% 1 50% 4 13% 1 25% 2 0% 0 10 i prefer to use another external source other than our school-book 38% 3 25% 2 25% 2 0% 0 13% 1 mean percentages 26 % 46 % 14 % 7 % 6 % the teachers’ responses were analyzed using descriptive statistics, which were reported in the form of frequency and percentage, as shown below. in the majority of the responses to comments on sft, 63%, decided to agree. this demonstrates the teachers’ awareness of the pupils' needs in learning english, particularly in relation to sft. the data also justify the teachers’ beliefs that employing videos or animated films and introducing something familiar into their daily lives will help pupils better understand the sft. in addition, the data provided by the teachers should cross-checked with their comments on the learning materials that they developed. therefore, in-depth interviews should be conducted. items 1 to 5 show teachers' agreement that teaching short functional text is interesting for students (75% in item 1), especially if it is supported by interesting shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 248 teaching media (50% in items 2 -4). several teachers also assent that the material should be practical, easy, and flexible, especially if the objective of the lesson is to produce a product. regarding the usage of technology, many focus on the advantage of it. however, researchers note several aspects that need to be considered when creating material, such as 1) they are hopeful to have an integrated worksheet to work alongside the material because it will be a hassle if they have to design a new assessment/assignment based on the material. 2) the teachers hope the material doesn't make students lose focus on the learning process because they have to watch a video multiple times in one sitting, especially if they can interact with it. and 3) whether an interactive video is the only material that will be provided to the student in the class. however, they agree that when creating an assignment, it is better to line it with their daily lives (63% in item 7), and the product itself should be in the form of video graphic design (50% in item 9). an alternative of creating the product in the form of a video is too much work and bothersome to be adequate to be done in the classroom. lastly, with the usage of traditional school books such as english textbooks, or modules, lks are found to be boring and have a significant lack of interaction with the student (37% in item 10). however, it still had to be used as the primary source of learning in the school because everyone always has it and has easy access to the book. teachers’ needs analysis on sft – ramadan glossary this teacher's need analysis for the ramadan glossary consists of five assertions about the ramadan glossary that were presented. consists of the most common response to the statement, with 75% selecting strongly agree. this demonstrates that teachers wish to teach ramadan greeting cards as a teaching tool to pique students' interest in studying. 0% of teachers chose strongly disagree with multiple things as their response to the least of the claims below. table 4. statistical data on teachers’ needs analysis on sft ramadan glossary no item strongly agree (sa) agree (a) neutral (n) disagree (d) strongly disagree (sd) 1 the material for short functional, which is about ramadan, should be started by introducing the terms related to ramadan. 4 50% 3 38% 1 13% 0 0 2 composing short functional text materials related to ramadan is very interesting and applicable 5 63% 1 13% 2 25% 0 0 3 teaching material about ramadan greeting cards makes students 6 75% 1 13% 1 13% 0 0 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 249 enthusiastic about learning. 4 students will be more enthusiastic if i teach them to make hari raya greeting cards. 4 50% 1 13% 2 25% 1 13% 0 5 if i explain the advertisement for the iftar menu in english, the students are very enthusiastic and excited. 5 63% 2 25% 0 1 13% 0 mean percentages 60% 20% 15% 5% the data presented by table 4 show the needs of teachers regarding the analysis of the ramadan glossary. in item number 1, most teachers agree (50% strongly agree; 38% agree) that short functional material, namely about ramadan, should begin by introducing terms related to ramadan. the material is given with the aim that students are more familiar with vocabulary related to the ramadan glossary, and students can also make short functional texts. in addition, by designing interesting and applicable creative and innovative materials related to short functional text material about the ramadan glossary required by teachers, as shown in the table for item number 2 that most of the teachers agree with a total (63% strongly agree; 13% agree) related to designing interesting materials. at the same time, the other teachers chose the neutral option of 25 %. item number 3 showed the teacher's perspective in teaching material about ramadan greeting cards to make students excited to learn. most teachers agree that teaching short functional text material, especially in making simple greeting cards related to the ramadan theme, can make students more excited to learn and create in creating greeting cards. because ramadan itself is something that is very attached to students who attend madrasah. knowing many words related to ramadan makes them want to say even more simple greeting cards to their friends. in the table above, positive teacher perceptions agree with a total percentage of (75 % strongly agree, 13% agree, and 13% answered neutrally. item number 3 shows the percentage of the teacher's perspective on the level of student enthusiasm when given teaching materials about making holiday greeting cards. from the graph beside, it can be seen that 50% of teachers chose strongly agree, then 12% agree;25% neutral, and 13%disagree. but most teachers choose to agree with it. the last statement about the teacher's perspective on the ramadan glossary to teaching students showed that almost of the teacher agree (63% strongly agree;25% agree and 13%disagree) that explaining or providing advertising material about the iftar menu in english, and students are very enthusiastic and excited. entering the words ramadan and eid al-fitr in learning english can make students more enthusiastic and enthusiastic about learning shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 250 because it is one of the interesting and creative materials that can also build the creativity of teachers and students themselves. ramadan glossary interactive video development after collecting data about the views of students and teachers on the sft, the researchers found that the ramadan glossary is relevant learning material. it is grouped into 3 parts as follows. table 5.activity during ramadan ramadan preparation during ramadan after iftar bukber sleeping fast break suhoor fasting happy iftar takbiran ngabuburit taraweeh and witr recite al quran prayer tadarus discussion teaching materials are a learning resource that is advantageous to use in the learning process. it is especially true in learning english. setyawan et al. (2018) postulate that teaching materials are constructed visually and systematically, including learning material, procedure, and means of assessment, to achieve the learning objective with all its complexity in one instrument. thus, it is imperative to establish explicit instruction for teachers to bolster the learning process. however, most teaching material used by teachers largely came from online sources such as youtube, online learning sources, and many others. it falls into teacher creativity to ensemble a perfect lesson planning according to the student's needs, lacks, wants, learning goals, teaching strategies and the curriculum itself. therefore, the needs for teaching resources aligned with the content of national education standards in indonesia is imperative. this study aims to create one such teaching resource. it relates to the theory from lelawati et al. (2018) that understanding and improving student vocabulary knowledge and skills are critical in learning a language since the more vocabulary they know, the better they can understand the meaning of the terms. for this purpose, this research builds the foundation by discerning the student and the teacher's needs analysis. this analysis confirms that students wish to learn english in the form of vocabulary learning through sft and teachers expectations to have suitable, in-context, and incorrect form teaching materials related to ramadan glossary rather than scrapping videos from several different sources. further, they prefer to have the learning material as a video rather than reading a text. for celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 251 teaching the digital natives like secondary level students, the teacher should be creative and innovative in developing materials (tomlinson, 2013). however, the teacher wishes to have an interactable video, which they can then control the learning process. rather than having to pause the video, then continue again, they want students to be able to interact with the video and do assignments in the video itself. moreover, england and finney (2002) stated that interactive media integrates digital media, including electric text, graphics, moving images, and sounds, into one structured digital computerized form, allowing people to interact with the data for appropriate purposes. similarly, deliyannis (2012) adds that interactive multimedia video implies the use of multiple forms of media to express and communicate the existence of dynamic user-state and content-altering capability. to accommodate the lack of unvaried learning material in learning the ramadan glossary through sft, the developed materials provided numerous learning inputs such as manuscripts, images, and moving pictures. therefore, making interactive teaching media as an easier and more practical step to help teachers and students in the learning process. similar research has been conducted by nahar (2016), which focused on english material production through interactive multimedia to learn short functional text, which incorporates text-related vocabulary and their daily lives. it showed that students have more motivation and get a better score when using interactive multimedia, which they can access through their smartphone whenever they want as long as they have the adobe air application installed. on the contrary, the developed materials in this research are distributed with google sites, and the interactive video is created through the h5p website. the facts that this material created with google sites has proven to be very beneficial as it allows multiple integrations with other apps from google, such as google classroom., google forms, google docs, google meet, and many others, thus giving the teacher flexibility on how to use this material in online or offline classes. these developed materials also have an assignment in the video and on the website, which can be traced using a similar system to google classroom. conclusion a learning resource that is very helpful in the learning process is called teaching material. some teachers are able to provide appropriate materials to students in many schools, but others are not. the necessity for teaching resources to be developed such that they are available in accordance with students' needs, curricular demands, target characteristics, and expectations for problem-solving learning. it is also challenging for teachers because they have to develop the materials after generalizing the student and teacher needs analyses. in the meantime, pupils with limited english vocabulary and teachers with limited expertise in teaching approaches hampered teaching and learning activities. these restrictions should be lifted once teachers have received thorough training in teaching and creating english resources. english resources in the form of modules, textbooks, or workbooks should also be developed by researchers. every student is different and may have their own shofiyatul fikriyani, respatyastu pranajati dt., nilwanto, m. syukron katsir, fitriatul hidayah, fardini sabilah needs analysis of developing interactive teaching materials for ramadan glossary for junior high school students 252 unique reactions and responses. however, there are some general considerations that might be helpful to keep in mind when designing and using interactive teaching materials with this type of content: make sure the materials are age-appropriate and align with the interests and needs of the students. clearly explain the purpose and relevance of the materials and how they fit into the overall language learning goals and objectives. use a variety of interactive activities and methods (e.g., group work, games, role-plays, debates, etc.) to engage students and encourage active participation. foster a respectful and inclusive learning environment where students feel comfortable expressing their own views and asking questions. provide appropriate support and scaffolding to help students understand and apply the concepts and themes being introduced. encourage students to make connections between the islamic themes and perspectives being studied and their own lives and experiences. overall, it is important to approach the use of these materials in a way that is sensitive to the student’s cultural backgrounds and beliefs and that promotes mutual understanding and respect. further research in the following areas is recommended based on research on the development of ramadan glossary interactive teaching materials for junior high school students – the effectiveness of interactive teaching materials. it would be very useful if a study were conducted to evaluate the effectiveness of interactive teaching materials in increasing knowledge and understanding of concepts related to ramadan among junior high school students. comparison with traditional teaching methods is also recommended. to understand the relative effectiveness of interactive teaching materials, it is helpful to compare the results with those achieved through traditional teaching methods. use of interactive teaching materials in different educational settings: interactive teaching materials can be used in different educational settings, such as private schools, public schools, and online learning platforms. further research is expected to investigate the effectiveness of the material in these different settings. acknowledgment the authors would like to acknowledge and thank all participants of this study and all classmates for the criticism and suggestions in completing this article. references borg, w. r., & gall, m. d. 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(2006). instructional video in elearning: assessing the impact of interactive video on learning effectiveness. information & management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004 https://doi.org/10.33258/birle.v3i1.855 191 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index politeness strategies used by the main character in the film onward muhammad lukmanul hakim, nine febrie novitasari* universitas abdurachman saleh situbondo, indonesia abstract it is essential to pay attention to the use of politeness strategies in communication, especially if the speaker and listener come from different cultures. people and cultures have been successfully visualized by disney pixar in their films that often expose their audiences to different cultural backgrounds of their characters. this research aimed at analyzing the politeness strategies used by the main character in a disney pixar animated adventure film onward. the data in this descriptive qualitative research were analyzed by using the theories of politeness strategies proposed by brown and levinson (1987). the results indicate that ian lightfoot, the main character, uses a lot of baldon-record strategies in communicating. this is closely related to the theme of the film in which there are many scenes showing emergencies that require quick action and orders for the safety of the main characters. in addition to that, the most-frequent-used politeness strategies done does not necessarily imply emotional closeness between speakers. the linguistic choices made by the main character were affected by the socio-cultural aspects formed in his society. keywords: ian lightfoot; onward; politeness strategies abstrak penggunaan strategi kesopanan dalam berkomunikasi penting untuk diperhatikan, terlebih jika pembicara dan pendengar berasal dari budaya yang berbeda. sehubungan dengan hal tersebut, disney pixar telah sukses memproduksi film-film yang mengenalkan penontonnya terhadap perbedaan budaya dari tokoh-tokohnya. penelitian ini bertujuan untuk menganalisis penggunaan strategi kesopanan yang digunakan oleh tokoh utama dalam film animasi disney pixar onward. data dalam penelitian kualitatif deskriptif ini dianalisis dengan mengacu pada teori tentang strategi kesopanan yang dinyatakan oleh brown dan levinson (1987). hasil dari penelitian ini menunjukkan bahwa ian lightfoot, tokoh utama dalam film ini banyak menggunakan strategi langsung tanpa basa-basi (bald-on-record) dalam berkomunikasi. hal ini erat kaitannya dengan tema film yaitu petualangan di mana terdapat banyak adegan yang menunjukkan situasi gawat darurat yang membutuhkan tindakan dan perintah cepat untuk keselamatan tokoh-tokoh utamanya. selain itu, strategi kesopanan yang paling sering dilakukan tidak serta merta mengimplikasikan kedekatan emosional antar penutur. pilihan bahasa yang dibuat oleh tokoh utama ditentukan oleh aspek social budaya yang terbentuk pada masyarakat. kata kunci: strategi kesopanan; ian lightfoot; onward e-issn: 2621-9158 p-issn:2356-0401 *correspondence: ninefebrie@gmail.com submitted: 13 december 2022 approved: 28 december 2022 published: 30 december 2022 citation: hakim, m.h., & novitasari, n.f. (2022). politeness strategies used by the main character in the film onward. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2),191204. doi: 10.22219/celtic.v9i2.23436. mailto:ninefebrie@gmail.com muhammad lukmanul hakim, nine febrie novitasari politeness strategies used by the main character in the film onward 192 introduction one of the important aspects of communication is politeness as it maintains the relationship of the conversation participants (borris & zecho, 2018). politeness is an act of having or showing good manners or respect for other people by considering the language expressions made (natanael & putranti, 2019). it shows how we, the speaker show respect and values to the hearers (rosari, 2017; daulay et al., 2022). it is about how we show awareness and consideration of another person’s ‘face’ (yule, 1996; setyawan & wiraatmaja, 2018). this is in line with what is said by muslimin (2015) saying that good communication requires the speaker to be careful in producing a language as what they speak may affect the interlocutor. brown and levinson (1987) define politeness as a way of behaving well by considering the feelings of the people that are being addressed. supporting that, holmes (2013) says that that politeness deals with how people use language appropriately toward their addressees. thus, simply said that showing a politeness act is not only, for example, by saying ‘thank you’ or ‘please’ in the right place but also how to use those words or the language appropriately. it is to build social interaction, too (kamlasi & sahan, 2022). the act showing politeness can be found in daily life. how we address older or senior people, ask for a request, respond to an order, or send emails requires politeness, and thus, it indicates if we have a good personality or not. further, politeness is important if we communicate with people whose cultures are different from ours as each culture has distinct cultural norms and values (marsih, 2010; fitri, 2018; zhang, 2019). different society functions their own normative politeness notion and that apply differently to other societies (fitriah & hidayat, 2018; yuliyawati, 2020). people speak according to the acceptable rules or customs applied in their society (malo, 2016). previous works on politeness strategies have been conducted to analyze the characters in literary works. novels and films are the top two literary works that have been used the most as the research data source. however, it is important to include animation films as many of them are made particularly for children. it is good to introduce and teach politeness strategies to children at an early age. films can provide authentic and varied source of language, and hence, provides examples of the use of english in ‘real life’ conversation. in addition to that, the visuals enable children to learn the language and comprehend the context (donaghy, 2014). as the development of children’s cognitive is indicated by their language development (noermanzah, 2017; rahayu, 2019), the language they acquire portrays their socio-cultural condition (supriyanti, 2016). as politeness plays a big role if the communication involves speakers from different cultural backgrounds, the film chosen to analyze is the one that fits this requirement. onward is an example of an animation film that has many children viewers. produced by pixar animation studios and released by walt disney, onward managed to top the position at the box office and grossed $ 141 million worldwide with the most viewers are children and received generally positive reviews from critics (the disney wiki, 2020). having reviewed some literatures, no research on politeness strategies has been conducted using this film as the data source. regardless of the decision to choose onward as the data source in this current research, other disney pixar’s animated films have been used in previous research on politeness strategies. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 193 a review on previous research bringing up the topic of politeness strategies in pixar’s films reveal that most of them aimed at quite similar objectives. finding nemo is the first pixar’s film used as a research data source focusing on politeness strategies. musahadah (2016) investigated the frequencies of politeness strategies in directive speech acts and what illocutions that frequently used in film finding nemo. however, it was not clearly mentioned if the data were focused on the main character’s utterances. putra et al. (2018) analyzed a film entitled finding dory, aiming at describing the types of positive politeness strategies used by the characters to extend and respond to utterances and describing the factors that influenced the use of positive politeness strategies used by the main character in the film. they focused on analyzing the positive politeness strategies. then, cahyadi (2019) conducted a research aiming at investigating what types of politeness strategies shown by the characters in the film the incredibles. he also investigated what maxim violations made by the characters in showing the politeness strategies. the types and reasons of the use of politeness strategies in ratatouille were also studied by rizki (2020). however, this study analyzed not only the main character, but also the other major characters. the latest research on politeness strategies conducted by using pixar’s film was the one by nur’imani (2020). she studied toy story 4 to see the types of politeness strategies that were used by the characters in the film and what factors that influenced the choice of these strategies. all of these previous research employ the theory on politeness by brown and levinson (1987). brown and levinson (1987) say that the ability of enter a social relationship requires the mindfulness of the self-image of the people we talk to. this implies that we need to avoid making the other person embarrassed or uncomfortable when having a conversation. in other words, it is vital to develop politeness strategies in order to save the hearer’s self-image/ ‘face’(siburian, 2016). accordingly, the idea of the participant's face is a vital instrument to describe politeness (hidayah, 2021). whatever action hitting the degree of one’s face is termed face threatening acts (fta) (darta, 2018). hence, brown and levinson suggested that any face threatening acts (fta) be avoided in the conversation by the use of some types of politeness strategies: bald-on-record, positive politeness, negative politeness, and off-record bald-on-record is an utterance in the form of order or request addressed directly to others. it uses imperative forms that are directly addressed to the hearer in order to ask something, for example, when borrowing a pen, the speaker will say, “give me a pen!”. the example shows the imperative utterance in it. the strategy is directly, clearly, and unambiguous in saying. however, this form may be followed by mitigating device expressions like “please” and “would you?” to soften the demand. positive politeness is an act to please the hearer’s positive self-image/ ‘ face’. it helps the speaker show their appreciation, approval, interest, and solidarity with the hearer which can be shown by engaging to friendship, expressing intimacy, making the hearers feel good, or showing that the speaker has a common goal with the hearer. the example of this is “hi, anne. you’re good at sewing. i wonder if you could help me with this hole in my skirt.” the speaker muhammad lukmanul hakim, nine febrie novitasari politeness strategies used by the main character in the film onward 194 knows that anne has a good sewing skill, so before she asks for some help, she tries to satisfy her. negative politeness focuses on the negative face by signifying the distance existing between the speaker and the hearer. it also avoids intruding on each other’s ground. negative politeness is used to give the hearer options and to avoid imposing or presuming. this is a specific and focused strategy as it achieves the function of minimizing the particular burden that the fta inescapably affects. off-record is an indirect way of politeness, an indirect speech act. a speaker who uses this strategy will say an indirect speech act to ask someone to do something for them like in “oh i'm so sleepy. a cup of coffee would help.” the sentence implies that the speaker asks the hearer to give them a cup of coffee. without saying it directly, the meaning of the sentence is negotiable. since in offrecord the speaker leaves it up to the hearer to decide how to interpret the act, the speaker need to give the hearer some hints so that the hearer will pick up on them and therefore is able to interpret what the speaker wants to say. inviting some conversational implicatures and violating them and being ambiguous are the basic ways to give hints. besides giving hints and association clues, presupposing, understating, and overstating, some methods that belong to the former are by using tautologies, a contradiction, metaphors, rhetorical questions, and irony. on the other side, the methods belonging to the latter are being ambiguous, being incomplete, being vague, over-generalizing, displacing the hearer, and using ellipsis. when it comes to disney pixar, their success in the animation film industry makes people wonder what makes the company to be so appealing. upon its establishment, disney pixar targeted children, but then expanded its target audience comprising people from different age brackets, gender, and different backgrounds. in addition to that, the best thing about them is that they have made the effort to engage their audiences through the contents of the films. no wonder their films have had a high propensity for influencing children’s development concerning cultural beliefs (ivypanda, 2020); therefore, this has become one of the rationales to conduct this research. another consideration to choose onward as the data source of this current research is because no research on politeness strategies has been conducted on disney pixar’s films after toy story 4 in 2020. contemplating its main character who is awkward and shy even to converse with his classmates, onward shows how ian lightfoot’s characteristics develop as he ventures into many unexpected-to-encounter situations. the results of this research are expected to provide new insights into the potential forms of linguistic politeness shown by a reserved person to cope with situation that requires quick thinking and decision making. method this descriptive qualitative research aimed at finding what politeness strategies that were employed by the main character, ian lightfoot, in the film onward. the data were in the form of utterances containing politeness strategies and the methods indicating the strategies. to answer the research question, politeness strategies theory proposed by brown and levinson (1987) was used in the data analysis process. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 195 the data were collected through several steps: watching the film and noting down the utterances containing politeness strategies used by the main character and how he used them in utterances. the collected ‘data’ were then analyzed by referring to the underlying theory of politeness strategies to make sure if they were really data. since this research was conducted by two researchers, theory triangulation was used to compare the obtained information with relevant theoretical perspectives to avoid the individual bias of the researchers on the findings or conclusions generated. findings the findings of this research are of two kinds: the types of politeness strategies used by the main character in film onward and how the main character used the strategies in his utterances. thirty data were obtained from the film. the most dominant type of politeness strategy used by the main character in the film onward was bald-on-record with eleven data, followed by positive politeness with seven data, negative politeness with six data, and off-record with six data. table 1. findings no politeness strategies frequency 1. bald on record 11 2. positive politeness 7 3. negative politeness 6 4. off record 6 total 30 bald-on-record in bald-on-record, the speaker forms an order or a request addressed directly to the hearer(s). the researcher found that the main character, ian lightfoot, used this strategy in some conversations. there are eleven data of this type of politeness strategies. the examples of this strategy are shown in the following elaboration. datum : 002/00:04:36 barley : “a boy 16 would have his strength tested, in the swamps of despair.” ian lightfoot : “i'm not testing anything. just let me go!” the dialogue occurred when barley came and strangled ian's neck while teasing him, and told that in the past, a sixteen-year-old young man had his strength tested in the swamps of despair where at this time ian turn sixteen. then ian, slightly annoyed, replied “i'm not testing anything. just let me go!” the underlined utterance is the direct request from ian to barley, implying that he needed barley to take him off. here it can be seen that ian used a direct request in his utterance to show his politeness strategy which belongs to type bald-onrecord. datum: 004/00:06:20 barley : “you can be a wizard. i shall cast a spell on thee!” ian : “hey! careful of dad's sweatshirt!” muhammad lukmanul hakim, nine febrie novitasari politeness strategies used by the main character in the film onward 196 barley was very enthusiastic hugging ian while teasing him with a wizard toy with a fairly pointed tip. however, ian was worried that his father's sweater would tear if barley tore his father’s sweatshirt by accident with his toy. ian told barley to be careful by stating a direct request “careful”. this strategy belongs to bald-on-record. datum : 026/00:47:59 barley : “i think the spell is wearing off” ian ligthfoot : “get off my face!” the conversation in datum 029 occurred when ian and barley were on a car. ian was driving on the highway. barley was accidentally hit by ian's magic and turned into a dwarf. the magic began to fade when barley was on ian's shoulder, until finally barley returned to his original size and blocked ian's view. being unable to see the view, ian uttered a direct request “get off my face!” to ask barley to move away from his sight. ian employed a direct request to show his politeness, which belongs to type bald-on-record. positive politeness the second type of politeness strategies is positive politeness. this type occurs when the speaker acts to satisfy the hearer’s positive face. it can be shown by claiming interests that are shared by each of two or more parties, conveying that the speaker and the hearer are cooperators and satisfying what the hearer desires. there are eight data of positive politeness found in the film onward. the examples of this type of politeness strategies can be seen in the following dialogues. datum : 008/00:10:01 ian lightfoot : “hey, what’s up, gang?” friends : “uh, oh..hey, ian.” this conversation occurred when ian wanted to invite some friends to his birthday party. ian was thinking about how he could address his friends to sound closer and he decided to use the term “gang”. this belongs to positive politeness, particularly on the use of a group identify maker (address form). datum : 009/00:12:26 teacher : “now, take this on-ramp for the freeway.” ian lightfoot : “okay, yeah. i'm, uh, super ready for that.” the conversation in datum 009 occurred during a driving lesson. the teacher needed a volunteer to drive and ian decided to be one. when the teacher gave the signal to go to the highway, ian said that he was very ready to do that. the phrase “super ready” is a positive politeness shown by exaggerating. ian said that to show his interest with what the teacher said. datum : 011/00:11:31 barley : “hi, ian!” ian lightfoot : “hi, buddy!” the conversation in datum 011 occurred when barley and ian met each other. the underlined word “buddy!” is a positive politeness shown by using a group identify maker (address form) as the word “buddy” carries such an in-group membership. barley was ian’s brother, so ian used a positive politeness toward barley. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 197 negative politeness the third type of politeness strategies is negative politeness. when a speaker wants to avoid imposing or presuming and to give the hearer options, negative politeness occurs. this strategy focuses on negative face by signifying the distance between interlocutors and avoiding intruding on each other as well. the examples of negative politeness can be seen in the following dialogues. datum : 005/00:06:054 barley : “wait, wait. by the laws of yore, i must dub thee a man today.” ian : “oh! that's okay. i gotta get going. “ an incident happened after barley tore ian's sweater. without feeling guilty, barley still teased him. ian, who was starting to get annoyed, took the initiative to immediately go to school and left barley. he did that to minimize the imposition. this is an example of a politeness strategy that is negative politeness. datum : 007/00:09:07 ian lightfoot : “hey, uh, gorgamon. um... would you mind not putting your feet on my chair today?” gorgamon : “sorry, dude, got to keep them elevated, gets the blood flowing to my brain.” the dialogue occurred on ian’s first day of school. he was so excited because he started the great new day of school. when he arrived in his classroom and was about to go to his seat, he saw gorgamon blocking his seat. ian very carefully said “hey, uh, gorgamon. um... would you mind not putting your feet on my chair today?”. the phrase “would you mind” is a negative politeness shown by giving deference. it happened because ian as the speaker acted to avoid imposition on his hearer. it was the first time ian met gorgamon, so he attended the negative face when delivering his order. datum : 025/00: 42:15 fairy : “answer me when i’m talking to you!” ian lightfoot : “i’m sorry, i don’t really know!” the conversation in datum 025 occurred when one of the fairies was accidentally touched by ian's father's body. ian's father could not speak because only some of his body parts could be resurrected. ian finally apologized for his father's unintentional actions. the underlined utterance “i’m sorry” is a negative politeness depicted by an apology because the speaker can show his unwillingness to impinge on the hearer’s negative face by apologizing. off-record off-record happens when the speaker expresses something general or different from the speaker's true meaning. thus, it relies on how the hearer interprets the messages. the example of off record can be seen in the following dialogue. datum : 003/00:05:43 officer : “hey there, birthday boy. so, you workin' hard or hardly workin'?” ian lightfoot : “i'm just, you know, making toast!” the conversation in datum 003 occurred when an officer came to ian's house and asked what big thing ian had done at age of just turning sixteen. ian was muhammad lukmanul hakim, nine febrie novitasari politeness strategies used by the main character in the film onward 198 doing nothing besides making toast for breakfast. the underlined phrase “making toast” is an off-record. ian showed politeness by using an irony because by saying the opposite of what ian really means, the speaker can indirectly convey his intended meaning. datum : 008/00:09:16 ian lightfoot : “it just makes it a little hard for me to fit in there.” gorgamon : “well, if i don't have good blood flow, i can't concentrate on my schoolwork.” the conversation in datum 008 occurred when ian hinted to gorgamon that his legs were completely blocking his seat and he could barely sit on it. because gorgamon was very selfish, he still stuck to his reasons. the underlined words “a little hard” is an off-record with the strategy “give hints”. it happened because as the speaker, ian wanted to fulfill the purpose of the speaker’s request. datum : 010/00:10:53 ian : “you like cake like i like cake, i've got a cake at my house.” friend : “are you inviting us to a party?” this is a conversation between ian and his friend. ian tried to invite his friends to come to his birthday party, but ian uttered an awkward and lousy request. fortunately, his friend understands what ian means. the underlined phrase is a tautology that belongs to the off-record politeness strategy as it is repeated twice. discussion the researcher found thirty data on politeness strategies used by ian lightfoot, the main character in the film onward. bald-on-record appeared eleven times and was the most dominant politeness strategy found to be used by ian lightfoot as he uttered so many direct requests to his hearers. he used many direct requests mostly to his friend, barley, as he had a close social status with him. it was also found that ian lightfoot used so many direct requests when he was in an urgent situation, like when barley was about to tear his father’s sweatshirt with his toy or when ian warned barley to be careful when he was in a dangerous situation. it is in line with what brown and levinson (1987) say about bald-on-record that most likely occurs when both the speaker and the hearer are in a close relationship such as between close friends and family. in addition to that, as onward is an adventure film, it has many scenes that depict emergencies that led to the frequent use of direct requests that include requests to escape from dangerous situations. in line with the result of musahadah's (2016) research, if an illocution indicating a direct request or an order is uttered for the sake of the speaker and the hearer’s safety, the hearer’s face is ignored. positive politeness is the second most frequently used politeness strategy. it is used seven times by ian lightfoot. the strategy that belongs to positive politeness was mostly the use of a group identify maker (address form), particularly the ones used in a family relationship, such as the word “mom and dad”. this is because the film focuses on ian lightfoot and his family members: his brother, his ‘shade’ father, and his mother. some identification markers were also used by ian lightfoot for people he met like his friends and some creatures during his quest. the identify makers used by ian lightfoot were “gang, dudes, and guys”. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 199 these address forms were used to show the same group by its members as what is defined by brown and levinson (1987). negative politeness and off-record have the same frequency of use in the film. the negative politeness strategy was mostly used by ian lightfoot when he was talking to strangers by giving deference. ian lightfoot used this strategy at some places when he met the fairy, manticore, gorgamon, and the shopkeeper. the use of this politeness strategy was effective when asking for a request or information from other people to show awareness of the hearer’s negative face (njuki & ireri, 2021). moreover, it was the first time ian met the fairy, manticore, gorgamon, and the shopkeeper. thus, even though ian lightfoot wanted to get an advantage from them, he needed to remain polite without showing the imposition. if the hearer(s) did not feel imposed, they would feel good and behave friendly as well. in addition to that, these people ian met during his quest were superior to him, so he had to show respect and not offend them. he did it as part of his efforts to bring his father back to life, so he needed to make sure that everything he did would help him achieve his goal. if a person goes off record, there is more than one possible intention attributable to the speaker, so blaming the person for making a certain intention cannot be done (brown & levinson, 1987). when using the off-record politeness strategy, ian lightfoot meant things indirectly to his hearers, for example when he wanted to invite his friends to his birthday party and when mentioning what he did on his birthday. ian did such a strategy the most because he felt shy and inconvenient to say the truth. compared to the results of some previous studies analyzing politeness strategies in disney pixar’s films, some thin lines can be drawn. in one of its adventure films the incredibles (cahyadi, 2019), the result is the same as the result of this current research. bald-on-process is the most dominant politeness strategy used. it is because both films have many scenes that depict an emergency situation that requires the use of direct commands. in this context, the speaker does not have to be aware of the hearer’s face. both films also have positive politeness as their second-most-dominant politeness strategy being used by the main character. the sub-strategy used is the identify makers. however, in other genres of disney pixar’s films, the politeness strategies used by the characters varied from positive politeness, to negative politeness, and off-record (musahadah, 2016; putra et al., 2018). the variations of the types of politeness strategies used to reflect the conversational implicature and politeness are affected by some socio-cultural factors. holmes (2013) says that politeness influences the choice of the use of various forms of address and that the social dimension influences what is considered polite in different situations and societies. in other words, the consideration to use a particular politeness strategy can be different, depending on the cultural reasons, such as age, gender, educational background, and financial background. even if some expressions and gestures are similarly understood globally, some are different and culturally prejudiced. this implies that the ability to be aware of the notion of politeness and others’ background is vital to determine the appropriate strategy to use in a conversation (suyono & andriyanti, 2021). the factors causing the different uses of politeness strategies comprise three reasons muhammad lukmanul hakim, nine febrie novitasari politeness strategies used by the main character in the film onward 200 as what have been voiced by brown and levinson (1987), they are social distance, relative power, and absolute ranking of imposition in a certain culture. these three socio-pragmatic parameters determine what kind of politeness strategies that will be used (yaqin et al., 2022). the culture of a society is influential in determining how power is distributed and how the social distance is among conversation participants and the imposition that is associated with an action. related to social distance, how ian lightfoot communicated with his close people such as family members was different from how he communicated with strangers. with his family members, he spoke informally as there was no great social distance between them. this is also what made ian use bald-on-record more to barley, his brother, as ian thought he was wiser, smarter, and more thoughtful than he was. the low social distance they had enabled ian to order barley to do anything freely. meanwhile, the high social distance between ian and some strangers he met triggered a higher degree of politeness he used. as social distance can be defined as the differing degrees of familiarity between the speaker and the hearer (brown & levinson, 1987), it shows a continuum with two ends: one of which is the closest (like when we talk to a family member) while the other is the opposite (when we talk to a stranger). therefore, the higher the social distance between the speaker and the hearer is, the more polite the strategy used and vice versa. usually, the offrecord is mostly used when the level of the interlocutors’ social distance is high, and bald-on-record is mostly used by interlocutors who have a close social distance (alsulami, 2015). in this case, as a shy person, the high social distance lying between ian and people other than his family members seemed so visible. ian always talked awkwardly to people. even to his classmates with the same culture, ian used the phrase “would you mind….” to ask for a favor. he always thought thoroughly before speaking to them. this happened because ian has never been close with his classmates as he thought himself a nerd. this illustrates that how well the speaker knows his interlocutor (and vice versa) affects the linguistic choices he makes (yulia, 2016). the relative status of the speaker determines the interaction between the two. to add, how social status can affect the politeness strategies used can be seen by the use of bald-on-record in this film. bald-on-record was used by ian mostly in circumstances that required him to save himself (and sometimes his brother, too). the frequent use of bald-on-record shows that ian and his brother had a close social distance. therefore, the necessity level to look polite is low. however, at the time when ian felt annoyed and disappointed with his brother, he felt the social distance between them increasing. he felt that his brother wasted his short and precious time. feeling upset, ian chose to avoid talking to his brother to avoid any imposition. he chose to leave and not to trust his brother anymore. he had known that he should not believe and listen to his brother. in this situation, ian’s emotional closeness with his brother was decreased. here we can see that the strategies of politeness that were employed in every scene are suitable to be applied and associated only in a particular contextual situation. this is also evident that a close social distance as between family members does not necessarily make someone use particular politeness strategies. emotional closeness does matter. it also proves that even though brown and levinson (1987) say that the notion of face is universal, it can be varied depending on socio-cultural factors. ian who was celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 201 raised without his father, grew differently from his brother who had a chance to ‘have’ a father. unlike his brother, ian grew into a quiet, sad boy because he had never seen his father. in turns out that the same family can be different homes to its members and affected how they socially and culturally behave. the level of politeness used by ian lightfoot also depended on the relative power existing between him and the strangers he met on the quest. the more power these strangers (the fairy, gorgamon, and manticore) owned and the great favor ian requested from them made ian positioned himself less powerful and determined the politeness strategies he used. brown and levinson (1987) categorize impositions into two ranks: rank of the order of imposition that requires services and rank of order of impositions that requires goods (including information). thus, the politeness strategies used by ian lightfoot also depended on what rank of the order of imposition he needed. this is shown when ian asked manticore to give him the map to raven’s point. at first, he said, “my brother and i seek a map to a phoenix gem.’ then, when it seemed that manticore did not want to give him the map, he said, “please, we need that map.” this implies a change in the type of politeness from off-record (ian let manticore perceive what he said) to bald-on-record (directly request for a map to the raven’s point). the change was in the use of more formal language shown by the use of the word “please”. another change in politeness shown by ian also occurred after the meaningful quest he took with his brother. he finally realized that he had his brother who was always with him, took care of him, and taught him many things. it made him realize that it was more precious than “meeting” his father. this changed how ian viewed his life. since then, he became more confident and socially open. he could talk freely to anyone. let alone a society. the changes of politeness ian used in this film imply that each individual himself may have different cultures that depend on how their views are formed in society (fitriah & hidayat, 2018). conclusion in this film, ian whom we firstly know was a sweet-and-determined-butunconfident-and-nervous lad had developed his personality into a strong-andgrown-up one. the journey he had with his brother has changed him. the old ian who always felt awkward socializing and even could not talk to people was replaced by the confident and social ian. the situations during the journey of finding his father, which was mostly urgent and made him out of desperation, forced ian to push himself to express his needs. apparently, since this film focuses on ian and his brother’s relationship, the viewers can see how the politeness strategies ian employed towards his brother changed according to the contextual situation they were in. even though ian and barley were family that supposed to be socially close, the different childhood they spent results in two boys with different cultural backgrounds: one was raised with a father and the other was not. the emotional closeness ian had to his brother easily changed as he did not realize his brother’s true feeling for him which affected the choice of politeness strategies he employed when talking to him in different situations. from this movie, we can learn that emotional closeness is apparently not determined by the close social distance between two people. family, which is supposed to be a society with a muhammad lukmanul hakim, nine febrie novitasari politeness strategies used by the main character in the film onward 202 close social distance, deceptively determines what kind of cultural background one can have. as disney pixar’s films are animated and rated parental guidance, they tend to be seen as family films in the sense that they are skewed young. however, if we can see the films deeper, they are not merely ‘family’ films with educational purposes, including introducing politeness to viewers. pixar can delve deeper into this basic ‘family’ theme to find and present a universe of meaning. this paper confines its analysis to politeness strategies used by the main character of the film onward. relating to this, potential future researchers can investigate the politeness strategies in other disney pixar films to see if there is any thin line that can show the universe of meaning pixar has been trying to reveal to its viewers. references alsulami, s. 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this context. both the intervention and the research project are guided by a socio-cultural theory of second or foreign language (l2) acquisition which views human learning and development as dependent on a repeated interplay between social and individual processes (john-steiner & mahn, 1996, p. 191; vygotsky, 1978; lantolf & thorne, 2006). the intervention will involve both individual and group work, combining a strategy-based listening instruction model based on the cognitive academic language learning approach (calla) (chamot et al., 1999) with a three-step task design. this model will provide students with strategy training and practice in selecting and using appropriate strategies in the meta-cognitive processes of planning, monitoring, problemsolving and evaluating. the research is designed to take place over two year, with 30 participants from each classes of 30, and generating both qualitative and quantitative data from numbers of tertiary classes, while prioritising the former. the qualitative data will be collected through video recordings of classroom activities, teacher-researcher's field notes, and group interviews at the end of the intervention. the quantitative data are generated through preand post-tests conducted with the participating students. data sources and methods are triangulated for the data analysis, which was thematic in the first instance. vygotskian activity theory explicated by engeström (1987) will then be used in further interpretation. this theory offers an effective analytical framework accommodating the interconnections between individual and social processes involved in learning listening comprehension. keywords: listening, tertiary, intervention, group works 2 1. introduction to research as a result of the globalisation of the world economy, english has become a medium of communication between native and non-native english speakers as well as between speakers of different first languages globally (tudor, 2001, p. 6; seidlhofer, 2005). as in other countries whose native language is not english, the indonesia government realises that to succeed in the global market, the indonesia workforce must improve its english language skills. this issue has led to a considerably increased demand for a proficient command of english among indonesia graduates in the past decade. starting at the junior high school levels, communicative language teaching (clt) approach has been adopted to promote student performance and acquisition of skills in communicating and utilising english in international academic and career settings. at the tertiary level, english has become a compulsory subject for all university students across all faculties. indonesia graduates are expected not only to be able to read and write english, but also to be able to communicate verbally with english speaking people. in practice, however, despite spending 12 years prior to their tertiary education and another four years in university, indonesia university graduate english proficiency is lower than the world standard. of the four language skills (writing, reading, speaking and listening), students demonstrate considerably lower proficiency in english listening comprehension as they are unable to respond in english in real communication situations. it has been assumed that indonesia graduates' low proficiency level is the result of the pedagogical method used and it is therefore essential for teachers to search for an effective teaching pedagogy that would enhance indonesia tertiary students english proficiency, particularly their listening skills. the body of second or foreign language (l2) acquisition literature has elaborated the importance of listening comprehension. for example, richards (2005) argues that listening comprehension is not only the main channel of human communication, but also the essential tool for overall l2 acquisition (pp. 85-86). listening comprehension is the primary skill that indonesia students must acquire to master the other three english skills and therefore use english effectively. the aim of this research is to investigate the implementation of an innovative pedagogical model incorporating strategy-based listening instruction based on the cognitive academic language learning approach (calla) 3 (chamot, barnhardt, el-dinary & robbins, 1999a, 1999b) with a three-step task design (pre-, whileand post-listening) in an intervention listening comprehension class in an indonesia university. adopting the notion of teaching students how to listen, this study focused on investigating appropriate listening instruction which could better facilitate students learning of listening comprehension. the two notions of teaching during the pre-, whileand post-listening steps (field 1998) and teaching through the meta-cognitive processes of planning, monitoring, repairing and evaluating (chamot et al. 1999a, 1999b) are adopted as a combined theoretical framework in this study. embedded in the three step listening task are individual and group working structures. following the socio-cultural approach, the pedagogical model for this study adopted a two-fold structure respectively addressing student need for individual learning (williams & burden, 1997) and collaborative learning (vygotsky, 1978). to maximise student learning, individual learning was planned for the while-listening steps, and collaborative group work was planned for the preand postlistening steps (as suggested by hedge (2000) and vandergrift (2003b). this research also adopted calla (chamot et al. 1999a, 1999b) as an instruction model for the intervention class. this model offers the teaching of listening strategies by way of triggering student meta-cognitive awareness in the four meta-cognitive processes of planning, monitoring, problem-solving and evaluating. the overall objectives of the study were thus to: 1. examine the benefits of the integrated teaching model in a indonesia tertiary listening comprehension class 2. explore individual student regulation of listening tasks 3. examine influences of social interaction in the form of group work on learning in this context. in order to respond to the research objectives, i set up three key research questions: 1. what were the outcomes of the intervention? 2. in what way did the students use listening strategies to regulate their listening tasks? 3. in what ways did the groups function during the listening task? because of the nature of the three research questions, a mixed methods approach was employed as the overall research design of this study. in research question 1, i examine the overall outcomes of students participating in the intervention class in which 4 they both individually use listening strategies and collaboratively work in groups in completing listening tasks. research questions 2 and 3 allowed me to deeply explore the details of individual and group work learning processes that affected student listening comprehension development. i applied both quantitative and qualitative methods of data collection in seeking the answers to research question 1 but only the qualitative method in research questions 2 and 3. 1.3 significance of research project this research project contributes to the practice of l2 listening comprehension instruction to indonesia tertiary students, and potentially to tertiary students in the region, not only for english but for other foreign languages. first, all of this study is based on a research framework derived from the literature of up-to-date research in the teaching of l2 listening comprehension. consequently, its intellectual and practical implications address concerns raised in the literature as being widely relevant, and therefore relevant to the indonesia context. second, this research offers a potential model for teaching students how to learn l2 listening skills. the model is developed to fit in the integrated english skills classroom that is mostly found in indonesia. the strength of the model lies in its capacity to connect individual and collaborative learning processes. most importantly, this study has investigated the value of a range of pedagogical elements that may contribute to indonesia tertiary students learning l2 listening comprehension. third, this research, with its implications for research, may lead to future research in this area. 5 2. research method this chapter presents the research design i am going to use to investigate how individual student usage of listening strategies and their collaborative learning impacted on their listening comprehension improvement. the aim is to generate rich data in answer to the research questions. all research is underpinned by a philosophical perspective or an overall orientation about the world that a researcher believes in (creswell, 2009, p. 6). according to neuman (2000), the philosophical perspective of how a human views the world can be explained via three paradigms—positivist, interpretive, and critical social sciences. a paradigm is a 'basic set of beliefs that guide action' (guba, 1990, p. 17). each paradigm consists of principles combining the beliefs about ontology (the nature of reality), epistemology (the relationship between the inquirer and the known) and methodology (how we know the world, or gain knowledge of it) (denzin & lincoln, 2003, p. 33). these three components within the research paradigm guide a researcher who 'sees the world and acts in it' (denzin & lincoln, 2003, p. 33). taking an interpretative philosophical perspective, i am going to conduct my research project to 'understand and explain human and social reality' (crotty, 1998, p. 67). my overall philosophical perspective can be described as being situated within the constructivist-interpretive paradigm as categorised by denzin and lincoln (2003, p. 33). according to denzin and lincoln, (2003), qualitative methods allow researchers to be able to 'seek answers to the questions that stress how social experience is created and given meaning' (p. 13). researchers, therefore, focus on the 'socially constructed nature of reality, the intimate relationship between the researchers and what is studied, and the situational constraints that shape the inquiry' (denzin & lincoln, 2003, p. 13). a quantitative method, however, is considered, as it is in this study, a potential method that provides objective data which could supplement or complement the in-depth subjective data collected from the qualitative method (mertens, 2010). for some researchers, qualitative and quantitative methods are applied to the inquiry. these researchers believe that a mixed-methods approach is built on the strengths of both the qualitative and quantitative nature of inquiry. by using mixed-methods, researchers could create a more comprehensive understanding of research problems 6 (creswell, 2009). as a constructivist-interpretive researcher, my belief is that knowledge is socially constructed by people and that i should attempt to understand the 'complex world of lived experience from the point of view of those who live in it' (schwandt, 1994, p. 118). therefore, while i am going to conduct this research based on a mixed-methods approach, most of the data are qualitative. this mixed-method study is directed by the framework which has been described by creswell et al. (2003) as a study that: involves the collection or analysis of both quantitative and/or qualitative data in a single study in which the data are collected concurrently or sequentially, are given a priority, and involve the integration of the data at one or more stages in the process of research (p. 212). the definition above clearly suggests four considerations in conducting a mixed-method study: 1 the combination of two research methods 2 the nature of collecting and analysing data 3 the data prioritisation 4 stage(s) of the actual data mixing or integrating. i conducted my research project in accordance with the four suggested considerations. in this research project, methodological triangulation and data triangulation are used in order to verify my interpretation of findings. table 2.1 triangulation in the research project (adapted from denzin, 1989; freeman, 1998) types of triangulation methodological triangulation classroom research: between-method triangulation within-method triangulation data triangulation using multiple data sources: preand post-tests group interviews with students video recordings of classroom activities teacher-researcher's field notes methodological triangulation: in triangulating the qualitative and quantitative research methods, data from both approaches are compared and integrated (patton, 2002, p. 556; dörnyei, 2007, p. 42). since this type of triangulation allows for comparison of the study's 7 results from different methods, it provides a complete picture of an issue studied by flick, (2007b, p. 73). according to denzin (1989), methodological triangulation could be further divided into two aspects—between-method triangulation and within-method triangulation (p. 237). in this research project, within-method triangulation is employed for the classroom research. regarding the between-method triangulation, a quantitative method of test is triangulated with the qualitative methods of group interviews with students and videos of classroom activities. in the within-method triangulation, two qualitative methods of group interview and video recordings of classroom activities are triangulated. by these means, the data from group interviews with students, video recordings classroom activities, and teacher's field notes are compared and crosschecked to paint an in-depth and clear picture of the research findings. data triangulation: this type of triangulation refers to generally comparing data from various sources within qualitative methods (patton, 2002, p. 556). 'by triangulating data sources, analysts can efficiently employ the same methods to maximum theoretical advantage' (denzin, 1989, p. 237). in this study, data sources—transcripts of group interviews with students and video recordings of classroom activities, written texts of the teacher-researcher's field notes, and numerical records of preand post-test scores— are triangulated to verify the research results. 8 3. research findings this section summarises the main findings from the triangulation of three qualitative data sources—group interviews with students, video recordings of classroom activities, and the teacher-researcher's field notes—as well as from the quantitative data of preand post-listening tests. data analysed in this chapter indicated that the three groups, each taken as a community, exhibit unique characteristics in the ways students regulated the task and their approach to group work, as presented in table 3.1: table 3.1: the distinctive characteristics of the three groups group 1 group 2 group 3 task adherence all group members strictly followed the prescribed learning task with only one member making a minimal alteration group members almost all made one minor alteration to the prescribed learning task group members all made a number of major alterations to the task learning efforts learning effort was evident by all members during discussion learning effort was evident by all members during discussion learning effort was evident by all members during discussion appreciation of benefits of group work all members strongly exhibited their appreciation of how group work enhanced their listening comprehension skills improvement all members strongly exhibited their appreciation of how group work enhanced their listening comprehension skills improvement all members strongly exhibited their appreciation of how group work enhanced their listening comprehension skills improvement the main findings obtained from data analysis in this chapter direct me to a view of learner language learning as being mediated by the social relations in which learners are positioned. this point of view is concurrent with activity theory, which emphasises that human activities mediate, and are mediated by, the social relationships they have with others (johnson, 2009, p.78). this chapter also concludes the study and outlines the findings of the research into a teaching intervention for developing l2 listening comprehension in an indonesia tertiary classroom. as outlined in previous chapters, the design of the intervention was guided by a socio-cultural theory of language acquisition—that human learning and development depend on repeated interplay between social and individual processes (john-steiner & mahn, 1996, p. 191; vygotsky, 1978; lantolf & 9 thorne, 2006). it adopts an innovative pedagogical model which integrates the strategybased listening instruction model based on the calla model (chamot et al., 1999a; 1999b) with a three-step task design ( pre-, whileand post-listening) and both individual and group work. this innovative model provided students with strategies for training and practice in the mata-cognitive process of planning, monitoring and repairing (problem-solving and evaluating) in the pre-, whileand post-listening steps of a listening task. the pre-, whileand post-listening steps were applied in this intervention to create learning space, allowing individual learning agents to construct their knowledge and their situated social context thus creating their own activity system (engestrom, 1987). the research into the teaching intervention employed a mixed method for the inquiry, generating both qualitative and quantitative data and prioritising the former. the qualitative data were collected through video recordings of classroom activities during the semester, the teacher-researcher's field notes, and group interviews with students at the end of the course, while the quantitative data were generated through preand post-tests conducted on participating students. the findings of this study contribute to a better understanding of issues in three areas of teaching l2 listening comprehension: 1. the benefits of innovative pedagogical model in an indonesian tertiary listening comprehension class 2. individual students' regulation of listening task, and 3. influences of social interaction in the form of group work on learning in this context. summary of the findings the findings of this research study support the belief that language learners are active learning agents actively engaging in constructing their own learning (lantolf, 2001, p. 145). however, learning does not occur separately from the social context but is dependent on social and individual processes in the construction of knowledge (vygotsky, 1978). learning occurs when learning agents construct their learning with the help of artefacts and within an activity system (engeström, 1987). the qualitative data revealed the process by which individual students used the 10 strategies introduced in the intervention program to regulate their listening tasks, showing how group collaboration could enhance student listening comprehension. the analytic results from the quantitative data showed improvement in student listening comprehension at the end of the intervention program, supporting the innovative pedagogical model designed especially for the intervention program. this study revealed that the pedagogical intervention, which combined group work with the calla instructional model involving students using listening strategies through meta-cognitive processes in the pre-, whileand post-listening steps of a learning task, positively affected student improvement in listening comprehension. the study also found that although all student listening comprehension improved after they attended the intervention class, individual students' sense of accomplishment varied according to the extent to which they capitalised on the affordances—listening strategies and group work—which were provided in the program. in terms of the first affordance—using listening strategies—in general, the more proficient the students the more capably they demonstrated effective strategy use. however, less proficient students could also use listening strategies as effectively as more proficient ones if they regularly practised and if the group they were working in was using and talking about listening strategies. this supports findings by vandergrift and tafaghodtari (2010) regarding becoming a master in regulating the task using strategies. it also supports the widely held view that learning strategy training in general helps learners to become better language learners (o'malley & chamot, 1990; kohonen, 1992; oxford et al., 2004; chamot, 2005). for the second affordance—group work—data analysis revealed that group work could facilitate students in working effectively and actively toward completing listening exercise questions through a strong engagement in group discussion focused not only on the achievement of text comprehension, but also on strategy use. this could in turn lead to individual students better sense of accomplishment. the evidence showing that group work affected students high sense of accomplishment could be traced from group 1. according to the data findings, group 1's listening activity was influenced by the group's values and beliefs, notably valuing hard work and individuals contributing to the group, as well as believing that every member is able to learn. such values and beliefs influenced the group's rules of learning—the group members followed the prescribed task and made only small alterations. the 11 group's values and beliefs also influenced the role distribution of its members— everybody brought in and shared their knowledge with their peers in the group. the interrelation between the community, rules and division of labour within the group positively influenced the flow of the activity system. group members as the subjects of activity had the maximum opportunity to work towards their immediate goals with the help of listening strategies and thus become competent in using such artefacts. by mastering the use of listening strategies, the individual subjects in group 1 could comprehend their listening texts and could fulfil the task of question completion, which was their immediate goal. with continuous practice in this activity system, all members in group 1 could demonstrate listening comprehension improvement whatever their previous language proficiencies were prior to joining the activity system. the study also found that the activity system of group 3 influenced their overall lower sense of accomplishment when compared to group1. group 3's activity practice was influenced by the group's values and beliefs, which favoured spoon feeding by one member and believed that only one member had the ability to learn. this affected the group's rules in learning—making major alterations to the learning activity rules. three of the four members could not follow the task rules due to their limited language proficiency, and thus altered the rules to get the task completed. the division of labour was also influenced by group members' beliefs and values. in this regard, the only one who took up the learning task and contributed knowledge to the group was the proficient member. the other three members made only perfunctory contributions to their own task regulation and thus could not contribute any knowledge to the group. all the three elements— community, rules, and division of labour—influenced the flow of the activity system in group 3. due to the major alteration of the learning task, students overall did not actually concentrate on using their listening strategies to regulate their listening task. therefore they did not master the use of the listening strategies and this led to them being unable to effectively use listening strategies to help them comprehend the listening texts. by the end of the semester, although the data showed that their listening comprehension improved, overall they could only demonstrate a lower sense of accomplishment compared to group 1. 12 4. research discussion the implications of this study can be roughly divided into research and pedagogical implications, both of which could contribute to l2 listening comprehension instruction and future research of relevance to indonesia. research implications one research implication that can be derived from this study is that, when investigating student learning in l2 listening comprehension, whether in an integrated skills class or an entirely listening comprehension class, we should not lose sight of the interplay between individual and social processes involved in learning. a limitation of this research is the narrow scope of the investigation into both the exact mechanisms that govern individual member contributions within the group work activity system and the factors that control individual student choice of listening strategies during the action of listening comprehension. further research needs to be designed to look into this. ideally an empirical study should be conducted to test the findings of this research about the interplay between individual and social processes involved in learning l2 listening comprehension skills. following are three recommendations for future research: first, this study was designed as classroom research in which 36 undergraduates of a university in indonesia participated as part of their assigned curriculum. therefore, a replication of this study with another group of students at the same university or at another university in indonesia would be quite feasible and may provide some useful contributions about the proposed model instruction. second, the method used in this study was context-specific in design and findings. when conducting further research, pre-pilot and pilot studies are needed prior to the main study to investigate the types of listening strategies that could best benefit student learning. third, for more understanding of student use of listening strategies to regulate listening tasks and how the group functions to facilitate individual development in listening comprehension, a longitudinal study is recommended in future studies. the intervention in this study lasted for a semester and a longer period of training and practice would be interesting to investigate. 13 pedagogical implications this study offers a teaching model of l2 listening comprehension that seeks to systematise ideas, and to produce a working model which creates an effective pedagogy of l2 listening comprehension learning. the model which emphasises instruction in the metacognitive processes of listening, and allows individual and collaborative learning spaces in the form of the pre-, while-, and post-listening steps, supports the postmethod teaching and learning perspective, which advocates students as learning agents exploring their learning within the situated social context. the implication for classroom teaching is that teachers teach l2 listening comprehension by instructing them to use listening strategies in order to comprehend the texts. the instruction should enable students to consciously know which strategies to use for their listening moment. guiding students through the meta-cognitive processes, particularly the calla instructional model, is strongly recommended. another implication is that teachers arrange their classrooms in a mixed structure of individual and collaborative group work, within the pre-, whileand post-listening steps of the task. an individual working structure should be set up in the while-listening step to provide opportunities for students to use listening strategies in helping them to comprehend the listening text. the data findings indicate that when working individually in the while-listening step, many students can readily employ the taught listening strategies. in addition, they could also try out the strategies that other peers recommended to make sense of what they could not have otherwise understood. the last implication for teaching l2 listening comprehension is that group work structures should be set up in the preand post-listening steps of the task. the data findings show that in the pre-listening discussion, students can activate their background knowledge about the listening topic while the group discusses the choices of listening topic. this means they feel more confident in their use of listening strategies when the group discusses the appropriate listening strategies to be used in each listening topic. in the post-listening discussion, the data findings indicate that students feel more confident about their comprehension by sharing the answers after listening with other peers. in addition, students can gain knowledge about listening content and useful recommendations about strategy use from other peers as well as solving their listening problems. one final pedagogical implication is that by creating an environment that maximises 14 the interplay between individual and social processes of learning, as the model in this research did, we can offer students a better opportunity to fully develop their potential for learning. references: burns, r. b. (2000). introduction to research methods (4th ed.). frenchs forest, nsw: pearson education australia. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed approaches (3 ed.). thousand oaks, ca: sage. clement, j 2007, 'the impact of teaching explicit listening strategies to adult intermediateand advancedlevel esl university students', school of education, duquesne university. dardjowidjojo, s 2002, 'bahasa asing sebagai bahasa pengantar dalam sistem pendidikan', bahasa dan sastra, vol. 22, no. 1, pp. 48-65. dunkel, p 1991, 'listening in the native and second/foreign language: towards and integration of research and practice', tesol quarterly, vol. 25, no. 3, autumn 1991, pp. 431-457. field, a. 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(1971). imagery and verbal processes. ontario: holt, rinehart and winston, inc. richards, jc 2002, 'listening comprehension: approach, design, procedure', tesol quarterly, vol. 17, no. 2, june, 2002, pp. 219-240. richards, jc 2005, 'second thoughts on teaching listening', relc journal, vol. 36, no. 1, pp. 85-92. ross, pj 2003, 'listening skills and language labs: a case study a college level esl program', department of secondary curricullum, teaching, and learning, disertation thesis, university of alabama. rost, m 2002, teaching and researching listening, pearson education limited, england. rubin, j 1994, 'a review of second language listening comprehension research', the modern language journal, vol. 78, no. 2, summer 1994, pp. 199-221. thompson, i & rubin, j 1996, 'can strategy instruction improve listening comprehension?' foreign language annals, vol. 29, no. 3, autumn 1996, pp. 331-342. vandergrift, l 2007, 'recent developments in in second and foreign language listening comprehension research ', cambridge journal: language teaching, vol. 40, no. 3, july 2007, pp. 191-210. vandergrift, l, goh, ccm, mareschal, cj & tafaghodtari, mh 2006, 'the metacognitive awareness listening questionnaire: development and validation', language learning, vol. 56, no. 3, september 2006, pp. 431462. wittrock, mc 1989, 'generative processes of comprehension', educational psychologist, vol. 24, pp. 345-376. 255 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index exploring language used of encouragement in the mental health campaign on instagram: modality meanings yusmaniar nur aviva*, widyastuti universitas negeri surabaya, indonesia* abstract mental health campaigns aim to educate sufferers about the importance of mental health and how to manage it. this study investigated how the functions of language and the meaning of modality were employed in @myselflovesupply's mental health campaign posts. in this study, the descriptive qualitative approach was used to evaluate the data. the data were gathered from the words written in the instagram posts. according to the findings, the language functions discovered in the mental health campaign consist of conative, emotive, and referential, in accordance with jakobson's theory. in addition, the use of modality in the mental health campaign by @myselflovesupply is extensive. examined based on halliday and matthiessen's theory, the study found all the data used modality; modalization and modulation obtained the same amount of data, which includes obligation, possibility, usuality, and inclination. encouragement language in mental health campaigns can motivate and encourage sufferers to find motivation, inspiration, comfort, and aspiration, which are crucial for their mental health. the researchers suggest that exploring multiple mental health campaigns to uncover more complex results beyond what was discovered in this current study would be beneficial in future studies. this would provide additional insights and broaden existing knowledge on this topic. keywords: campaign; instagram; language function; mental health; modality abstrak kampanye kesehatan mental bertujuan untuk mengedukasi para penderita mengenai pentingnya kesehatan mental dan cara mengatasinya. penelitian ini mengkaji bagaimana fungsi bahasa dan makna modalitas digunakan dalam postingan kampanye kesehatan mental @myselflovesupply. dalam penelitian ini, pendekatan kualitatif deskriptif digunakan untuk menganalisis data. data dikumpulkan dari kata-kata yang ditulis dalam unggahan instagram. berdasarkan hasil temuan, fungsi bahasa yang ditemukan dalam kampanye kesehatan mental terdiri dari konatif, emotif, dan referensial, yang sesuai dengan teori jakobson. selain itu, penggunaan modalitas dalam kampanye kesehatan mental oleh @myselflovesupply sangat luas. ditinjau berdasarkan teori halliday dan matthiessen, penelitian ini menemukan semua data menggunakan modalitas; modalisasi dan modulasi memperoleh jumlah data yang sama, yang meliputi kewajiban, kemungkinan, kebiasaan, dan kecenderungan. penggunaan bahasa yang bersifat menyemangati dalam kampanye kesehatan mental dapat memotivasi dan mendorong penderita untuk menemukan motivasi, inspirasi, kenyamanan, dan aspirasi yang sangat penting bagi kesehatan mental mereka. peneliti menyarankan bahwa mengeksplorasi berbagai kampanye kesehatan mental untuk mengungkap hasil yang lebih e-issn: 2621-9158 p-issn:2356-0401 *correspondence: yusmaniar.19053@mhs.unesa.ac.id submitted: 27 november 2022 approved: 22 december 2022 published: 31 december 2022 citation: aviva, y. n., & widyastuti. (2022). exploring language used of encouragement in the mental health campaign on instagram: modality meaning. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2), 255-273. .doi: 10.22219/celtic.v9i2.22946 mailto:yusmaniar.19053@mhs.unesa.ac.id yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 256 kompleks di luar apa yang ditemukan dalam penelitian saat ini akan bermanfaat dalam penelitian di masa depan. hal ini akan memberikan wawasan tambahan dan memperluas pengetahuan yang sudah ada tentang topik ini. kata kunci: fungsi bahasa; instagram; kampanye; kesehatan mental; modalitas introduction changing people’s health behavior, and focusing on the positive objectives of health campaigns, differentiates health campaign communication from other communication domains (rossmann, 2017). nevertheless, latha et al. (2020) stated that social media marketing could not be the only way to influence people’s behavior. as a result, promoting mental health on social media pages is difficult. however, it is expected that through mental health campaigns, everyone can give more attention to mental health and be aware of its importance. it is further supported by the statement disclosed by sampogna et al. (2017) that campaign awareness is one of the most significant aspects of campaign effectiveness. in addition, many people suffer from mental illnesses because of the unclear conclusion of the outbreak. the study conducted by duong (2021) of vietnamese university students examined that covid-19’s fear and anxiety were highly associated with psychological suffering, sleep disruption, and satisfaction with life. as reported by world health organization (2021), the most recent edition of the atlas, which contains data from more than 150 countries, demonstrates that the increased focus on mental health has yet to result in a scale-up of excellent mental health services that are matched with requirements. in other words, awareness through both written and visual media was conducted to prevent mental health from worsening for the sufferers. instagram, one of the social media, brings people together through pictures, allowing them to interact and exchange ideas (serafinelli, 2018). it is also stated by dewi (2021) that instagram is unique in that it can be utilized not just as a communication platform but also as a promotional platform. as a communication platform, instagram is a communication tool among users; they can video call, send messages, interact, and many more. meanwhile, as a promotional platform, it is the same as a communication platform since it is one application so the features will be the same. however, what makes it different is that as the promotion platform, instagram accounts will purposely research the audience, their topic, and their promotion strategy. the campaign on instagram could be by providing public awareness of instagram by utilizing various features in the application, such as instagram posts, stories, and reels. it is also in line with what was revealed by freeman et al. (2015) that social media can be a powerful tool for increasing awareness, attracting people, and inspiring them to take actual actions and change their behavior. the scope of the mental health field is extensive; according to the study that examined the mental health posts on instagram by feuston & piper (2018) shows that mental health campaigns covered self-restraint, revelation, support, identification, and prognosis of mental disease severity and the chance of recovery content, linguistic variants of hashtags, and visuals. additionally, mental health celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 257 campaigns on instagram are presented with various posts supported by visuals, text captions, or both. although mental health campaigns are carried out through the media, which is conducted online, it does not make the campaign not run smoothly given the increasing number of social media users. it is in line with a study by griffith et al. (2021), which found that higher levels of online involvement can raise mental health awareness and understanding of the functional and aesthetic qualities of creators who identify as having a mental illness. in other words, the mental health campaign aims to educate sufferers about the importance of mental health and how to cope with it. it is in line with dillard & shen's (2013) statement that health campaigns aim to impact attitudes and behaviors in large groups of people by strategically developing and disseminating a variety of multichannel mass communication for the benefit of individuals and society. it is intended to survive and recover from their respective adversity zones slowly. furthermore, feuston & piper (2018) added that people engaged in selfcare, increasing awareness of mental health and sickness, attempting to heal, and coping with mental illness contribute to visualizations, layout, design, descriptions, and hashtags. language is crucial because it is closely related to everyday life and functions as a means of communication. language can be seen from various views so that various meanings can be created. roman osipovich jakobson explained that there are six language functions, namely referential function, emotive function, poetic function, conative function, phatic function, and metalingual function. jakobson (1960) in chandler (2007) stated that the referential function aims to convey information or a message. according to tribus (2017), the referential function is the main task of many communications and involves descriptions or contextual information. this function aims to convey information (declarative or interrogative statements). as stated by tribus (2017), in the emotive function, the addresser wants to convey a specific emotion, whether genuine or fake. this function aims to express the feelings of the speaker’s attitude. in contrast, the poetic function is the function of language whose primary focus is the aesthetics of the language itself (tribus, 2017). this function aims to focus on the message for its own sake. according to kanaza (2020), the conative function involves influencing behavior, or in other words, the speaker is attempting to persuade someone as the receiver to perform something in response to his or her statements. then, the phatic function aims to represent the social relationship with the oriented towards the contact. meanwhile, metalingual function, according to kanaza (2020), is intended to refer to the nature of the interaction and draw attention to the code to explain or renegotiate it. these equational statements provide information about the english lexical code; their role is metalingual. consequently, good communication will be successful if receivers and speakers alike can interpret the message conveyed. it is also in line with setyawan & wiraatmaja (2018) who stated that language users must comprehend those two to grasp comprehensive language use completely; they must know how to identify the underlying meanings, or the language would not be effective. therefore, it is essential that the speaker and receiver can understand the intended message. for yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 258 example, the campaigners that post about the importance of zero waste, if they implement excellent communication based on the language function, there will be a huge possibility the listeners could get the message stated. santosa (2016) demonstrated that sfl allows a linguist to act as a combined linguist and sociologist to examine discourse critically. besides, fauziyah & nurjannah (2019) reported that grammar is connected to both written and spoken forms of language. functional grammar is one method for analyzing language interpretation. systemic functional linguistics (sfl) is a long-evolving extensive descriptive model of language and language use (adenan, 2001). while metafunction is one of the essential aspects of meaning in sfl, the functional components include ideational, interpersonal, and textual metafunction (halliday & matthiessen, 2004). moreover, fauziati (2016) stated that when it comes to language usage, sfl emphasizes language function (what it is used for) over language structure (how it is composed). following the statement, halliday & matthiessen (2014) stated that the interpersonal function seeks to establish social relationships. furthermore, according to rui & jingxia (2018), through interpersonal function, groups are differentiated from one another; people may communicate and determine themselves, deepen their relationships with others, and seek to influence the action and attitudes of others. understanding interpersonal function will be necessary for maintaining relationships, influencing behavior, and conveying ideas (darong, 2022). in order for the message to be easily conveyed to the followers, the campaigner employs interpersonal functions, one of which can be studied using modality. in line with appraisal theory by martin & white (2005), modality is defined as "all those locutions that provide the ways for the authorial voice to position itself about, and therefore 'engage' with, the other voices and alternative positions interpreted as being in play in the existing communicative context." it focuses more on the meaning of the message, for example by providing constructive words for mental health campaigns. to encourage sufferers to heal from mental illness by being optimistic, enthusiastic, and satisfied with life, positive psychology has its place in mental health campaigns. according to csikszentmihalyi (2009), positive psychology can be conducted with two approaches: direct (therapy) and indirect (counseling). the message of the positive psychology field has been transformed by not relying on self-deception, wishful thinking, or hand-waving; rather, positive psychology attempts to apply the best of the scientific method to the mental illness of sufferers (seligman, 2002). the field of positive psychology has explored the issue of how to live an exciting life (slade, 2010). this can make positive psychology contained in mental health campaigns an attempt to approach the well-being issue. furthermore, to enhance mental health literacy, there needs to be contact or interaction between the sufferers and the campaigners (kelly et al., 2007). in line with the purpose of mental health campaigns that provide knowledge, and promote mental health, the messages provided should be appealing to the sufferers. in mental health campaigns, it is often found that the use of affirmations, positive words, and modal verbs, such as “i can learn to make it work,” is taken from @myselflovesupply written posts. likewise, halliday & matthiessen (2014) stated that modality refers to a speaker’s judgments that arise on intermediate degrees, celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 259 various types of uncertainty that lie between the positive and negative sides, such as ‘sometimes’ or ‘maybe.’ the modality system constructs the zone of ambiguity between ‘yes’ and ‘no.’ similarly, rui & jingxia (2018) argued that modality expresses a speaker’s perception and ideas on the feasibility or necessity of a specific proposition or proposal, the intermediary basis of meaning that exists between absolute statement and denial, regulation, and restriction, and is referred to as a modal space. modality is used in mental health campaigns to persuade the sufferers as the audience to do the same thing or restate the statements conveyed by the campaigner. in line with this, halliday & matthiessen (2014) categorized the type of modality into two types: modalization/propositions and modulation/proposals. modalization occurs when it contains information (which can be statements or questions) and a proposition (consistently realized as indicative). further, modalization is classified into two types: possibility and usuality. possibility implies that the information transmitted is accurate. adverbs representing the degree of possibility include ‘possibly,' ‘probably,' ‘certainly, ‘may,' ‘perhaps,’ and so on. meanwhile, usuality relates to how frequently the related information is true, and the degree may be expressed using adverbs such as ‘sometimes,' ‘usually,' ‘often,' ‘never, ‘seldom,’ etc. modulation, on the other hand, is concerned with the information included in a ‘goods-and-services’, proposition, and imperative words. commanding, offering, and suggesting are three examples of modulation. moreover, modulation is divided into two types: obligation and inclination. obligation refers to the receiver’s obligation to perform something that the speaker has stated. the degree of obligation can be conveyed by terms such as ‘allowed to’, ‘supposed to’, ‘required to’, ‘should’, ‘must’, and so on. whereas, inclination indicates the speaker’s willingness or readiness, having inclination and capability to perform an offer. the degree of inclination can be expressed as ‘willing to,' ‘anxious to,' ‘determined to,' ‘will,' ‘would,’ etc. dewi et al. (2020) argued that communication could take place in a variety of ways, including spoken speech (utterances) and written text (statements). considering that written statements on instagram posts contain statements, it is worth investigating the functions of language and modality in a mental health campaign. thus, this study aims to investigate how sedation words can influence the sufferers to heal and how the campaigner encourages sufferers to cope with mental illness in the @myselflovesupply mental health campaign on instagram. many previous studies on this topic area have been conducted. the first study was conducted by kanaza (2020), the study examined the sorts of functions of language utilized in the utterances, as well as the one that was most prominent in meghan markle’s speech. the second is tribus (2017), who completed research on the communicative function of jakobson’s language function theory in tesol. the third, aningsih et al. (2022) investigated the usage of language functions in an agata hospitality digital flyer during the covid-19 outbreak. lastly, rui & jingxia (2018) analyzed modality in micro-blogging english news discourse from the point of view of interpersonal functions. yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 260 furthermore, from those previous studies, there are differences between the previous research and this research. kanaza (2020), tribus (2017), and aningsih et al. (2022) studies investigated the language function in speech, tesol, and hospitality advertisement. in addition, rui & jingxia (2018) observed modality used in micro-blogging english news discourse. moreover, this study examined the use of language functions of sedation words that can influence the sufferers to heal in mental health campaign posts on the @myselflovesupply instagram account and the use of modality to encourage sufferers coping with mental illness in the @myselflovesupply mental health campaign on instagram. therefore, the research questions were formulated as follows: 1) how does the use of language functions of sedation words influence the healing of sufferers in mental health campaign posts on the instagram account @myselflovesupply? 2) how is the modality used to encourage sufferers coping with mental illness in the @myselflovesupply mental health campaign on instagram? method the study applied the qualitative approach since this study needs to analyze the content of written instagram posts, which contains the purpose of the message and the functions of the language that can be expressed through statements. by using a qualitative approach, the data in this study were compiled primarily from textual data and investigated through annotative analysis. the object of this study was social media, specifically instagram, on an account under the mental health campaign posts at @myselflovesupply. the data of this study were sentences, and the source of the data of this study was obtained from instagram posts by @myselflovesupply. additionally, @myselflovesupply is one of the accounts that provide knowledge about mental health, especially on providing self-care, well-being, and self-love to their followers, according to their bio on their instagram account. in other words, it could be interpreted that the campaigner also persuades people how they could be more self-love, provide words of sedation for the sufferers, increase public awareness about mental health, and help the public reduce anxiety disorder. with a total of 3.1 million followers, there are differences from other mental health accounts; they discuss the problems sufferers face instead of giving soothing words to sufferers. the campaigner uses language features such as solicitation, directly or indirectly, to appease the followers. the data were presented in sentences based on picture-based and written statements. besides, the data collection technique was documentation. according to arikunto (2010) to support the researcher, research instruments were chosen as data collection tools that would help the research process. there are two instruments for this study, the primary instrument, and the secondary instrument. moreover, the researcher was the primary instrument used in this study. the secondary instrument for this study is the tool used by the researcher to collect the data: a mobile phone, instagram, and the internet. the instruments of this study were a laptop and the websites to open instagram. a laptop was used to capture the intended posts and process the data. meanwhile, websites were used to access instagram to sort and select posts. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 261 there were several data collection procedures used in this study. the first step is to access instagram. the second step is to choose 30 posts images that contain self-care, self-love, and well-being posts from may, 23rd 2021 to june, 9th 2022. lastly, classified the selected post-contained encouragement words which later are analyzed using language functions and modality. to facilitate data analysis, the data were provided with codes for each post type. self-care posts are shortened as sc; self-love is shortened as sl; and wb for well-being. therefore, the data analysis of this study followed some steps based on (miles et al., 2014). the data were analyzed by: data reduction, by selecting complete data of self-care posts, self-love posts, and well-being posts that contain encouragement words, then converting it to reduced data by selecting which data will be used or not; data display, by displaying and arranging in the form of descriptions and some of the tables to reach a justifiable conclusion; and drawing conclusions, by providing the final verification of data findings, interpreting the result, and concluding the result of data by supporting them with theory. these steps were carried out systematically by the researcher, and then analyzed the data based on jakobson's theory for language functions and halliday and matthiessen’s for modality. findings this section of the research provides a complete description of the data analysis. the two research issues relevant to this study are addressed in this section. the first research question addresses the language function employed in @myselflovesupply’s mental health campaign. language function used in mental health campaign by @myselflovesupply based on the data findings, the use of language functions used in mental health campaigns by @myselflovesupply, according to jakobson’s theory, are conative, emotive, and referential. the findings were delivered based on each post type: self-care, self-love, and well-being posts. self-care posts this post is about showing the followers how to care for themselves despite ignoring their preciousness. in the self-care posts, the data used emotive and conative types; the former is the most dominant type. some of the samples of the result analysis are as follows: emotive function this emotive function aims to transmit the campaigner’s emotion or portray the speaker’s attitude. the emotive function in self-care posts aims to show the feelings the campaigner wants to express to the followers by providing comforting statements and encouraging their empathy to care more about themselves. there are 6 data found that use the emotive function in self-care posts. data [1], [2], and [3] are the sample of the statements that depicted about campaigner’s feelings: [1] “i won’t let other people’s opinion dictate how i choose to live my life” yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 262 sc2 [2] “i am still learning. i honour the time required for this process” sc3 [3] “i'm proud of myself for trying, this is what courage looks like" sc1 the campaigner invited and persuaded the followers to state the same statement as the campaigner stated. in datum [1], the campaigner encourages the followers not to let other people's opinions influence how they conduct their life by saying 'won't'. in addition, in datum [2], the campaigner motivated the followers to believe in themselves because they are still learning and appreciate the time involved in the process, which can be shown by saying 'still learning' that indicated as present continuous. meanwhile, in datum [3], the campaigner invites the followers to show their confidence and pride in themselves. from the data above, the campaigner invited the followers to care more about themselves by using the subject 'i' so it would be easier to reach followers' emotions. it shows that the emotive function aims to show the selfreflection of the followers as the campaigner wants. in order for the communication between the campaigner and followers to be successful, especially in the aspect of self-care, emotional feelings are also an important aspect to be involved in so that the interaction gets better. atkinson (2011) in tribus (2017) stated that people have a better possibility of engaging in effective turn-taking, comprehension, and appropriate reaction by adjusting to the others' tone, gestures, and perceived intents, enhancing the whole communication's quality. conative function the conative function focuses on the speaker's statements; if it conveys to do something to the receiver, it is conative. in self-care posts by @myselflovesupply, the campaigner's conative function is commanding by discouraging, ordering, advising, and persuading them to care more about themselves. there are 4 data discovered that employ the conative function in self-care posts. data [4] and [5] are samples of statements that demonstrate the campaigner's instructions: [4] "don’t blame yourself for how you’re feeling” sc7 [5] “move your body and get some fresh air” sc8 the campaigner is trying to command the followers to do some actions regarding self-care. in the datum [4], the campaigner is discouraging the followers from taking a specific action, blaming themselves. while in datum [5], the campaigner tries to issue a command to the followers by moving their bodies and breathing some fresh air. from data [4] and [5], it can be inferred that the conative function can be in the form of giving a direct order, persuading, and even forbidding doing something. kanaza (2020) described conative as the ability to affect the audience's attitude through the speaker’s statements. since mental health campaigns serve to help-seeking behaviors in order to achieve better mental health, the campaigner has to encourage the followers to take actual actions. celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 263 self-love posts this post contains posts about appreciating and loving oneself physically and mentally to achieve self-happiness. in the self-love posts, the data used conative, referential, and emotive types, which conative being the most common type. some of the samples of the result analysis are as follows: conative function similar to the conative function in self-care posts, in self-love posts, the campaigner emphasizes the followers to do some actions concerning focusing on how to love themselves. there are 5 data identified in self-love posts that employ the conative function. data [6], [7], and [8] are examples of statements that convey the campaigner’s demands: [6] “know that you are enough be gentle with your feelings make your inner peace a priority remember to be kind of yourself” sl2 [7] “be grateful for where you are” sl8 [8] “be proud of yourself for fighting so hard for the person you want to become” sl9 the campaigner instructs the followers and seeks to influence the followers’ actions, as the campaigner stated. in datum [6], the campaigner endorses the followers to perform self-kindness by realizing they are enough, being gentle to their feelings, and making their inner peace a top priority. while in datum [7], the campaigner convinces and persuades the followers to be grateful for their situation. in addition, in datum [8], the campaigner persuaded the followers to be proud of themselves because they had worked hard to become the people they wanted to be. according to the data above, the campaigner persuades their followers to do something as the campaigner instructs. it indicates that the conative function of self-love posts by @myselflovesupply is to encourage followers to care and love for themselves and their mental health. emotive function not much different from the emotive function in self-care posts, the emotive function in self-love posts is to convey the campaigner’s feelings and empathy towards their followers. there are 4 data discovered that engage the emotive function in self-love posts. data [9] and [10] are sample statements that express the campaigner’s feelings: [9] “you did the best you could today, and that is good enough” sl4 [10] “being a good person means being good to yourself too” sl7 the campaigner portrayed their feelings by comforting, complimenting, and acknowledging the followers’ feelings. in datum [9], the campaigner expresses the feeling to emphasize the followers’ action by comforting, praising, and entertaining them that they did the best they could today, which is good enough. moreover, in datum [10], the campaigner expresses the feeling by trying to acknowledge the followers’ feelings. the yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 264 campaigner wants to encourage the followers by recognizing and convincing them that being a good person means being good to themselves too. from the data above, the emotive function in self-love posts suggests that the emotive function aims to express the campaigner's empathy and the campaigner's specific feeling toward the followers. referential function the referential function in self-love posts aims to define the message the campaigner wants to convey; besides, it provides knowledge to the followers. there are 2 data discovered in self-love posts that employ referential function. data [11] and [12] are statements that serve to share messages and insights on contextual information about self-love: [11] “feeling sad about making the right decision, does not mean that it wasn’t the right decision” sl1 [12] “self-love is also trusting your own process when nobody else does” sl3 in datum [11], the campaigner wants the followers to know that feeling sad over making the correct decision does not imply that it was wrong. the campaigner engages the followers by recognizing the situation they faced and the validity of comforting words by saying “..does not mean that it wasn’t the right decision”, which means the campaigner is trying to point out to the followers that they are not making the wrong decision and entertaining them. then, in datum [12], the campaigner wants the followers to know that loving themselves also includes trusting their process when no one else does. here, the campaigner defines self-love and its relation with self-trust. based on the data [11] and [12], the referential function in self-love posts is depicted to define acts of self-love by the campaigner toward the followers. it also shows that the referential function encourages awareness of embodied consciousness and social cognition. the campaigner follows the definition of the topic to strengthen the definition of self-love. furthermore, they not only try to convey information and knowledge to their followers but also provide conforming words to transmit to followers easily. well-being posts this type of post contains posts about what the followers should do when facing mental health issues. predominantly, this type of post presents a claim and notice to the followers of the importance of well-being and how to cope with it. conative, referential, and emotive functions were employed in the well-being posts, with conative being the most prominent. some of the samples of the result analysis are as follows: conative function like the conative function in self-care and self-love posts, conative gives commands and forbids followers from undertaking certain well-beingrelated acts. five data were found that use the conative function in well-being posts. data [13] and [14] are samples of conative attributions in well-being posts that are described to command and forbid actions: celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 265 [13] “don’t let anything stand in the way of the person you want to become” wb3 [14] “remember that your mental health is a priority, your inner peace is essential, and your self-care is a necessity” wb10 in datum [13], the campaigner wants the followers not to let anything get in the way of becoming the people they want to be. the campaigner actively discourages the followers from performing certain acts for their well-being. additionally, in datum [14], the campaigner ordered the followers to remember that their mental health is essential, inner peace is necessary, and self-care is required. the campaigner tries to give instructions to the followers by reminding them. from all data above, the campaigner encourages the followers to perform and avoid some actions. conative gives reverse instructions, such as order to do something indirectly and forbidding doing something. in wellbeing posts, it shows that the conative function aims to forbid and demand the followers from doing something, as the campaigner stated. emotive function same with the functions of emotive in self-care and self-love posts, here in the well-being posts, the campaigner depicted the feelings that the followers should have. there are 3 data found that use the emotive function in well-being posts. datum [15] is a sample of the statements portrayed by the campaigner’s thoughts: [15] “your inner peace is more important than other people’s approval” wb4 according to datum [15], the campaigner wants the followers to know that their inner peace is more important than others’ approval. it shows that the emotive function aims to express a feeling the followers will accept well. referential function similar to the functions of referential in self-care and self-love posts, the campaigner defines and offers information on well-being to the followers in well-being posts. there are 3 data found that use the referential function in well-being posts. datum [16] is a sample of the statements portrayed definition in well-being posts: [16] “growth is painful. change is painful. but nothing is as painful as staying stuck in a place you don’t belong” wb6 in datum [16], the campaigner wants the followers to know that growth and change are both hard. however, nothing is as painful as being stuck somewhere they do not belong. it demonstrates that the referential function provides information to the followers by identifying their context and the legitimacy of reassuring statements. the use of modality in mental health campaign by @myselflovesupply the second research question is on the modality employed in @myselflovesupply’s mental health campaign. according to the findings, the use of modality based on halliday and matthiessen’s theory appears in all types. it was yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 266 found that modalization and modulation got the same amount of data. modalization consists of possibility and usuality; possibility has 13 data, and usuality has 2 data. then, modulation consists of obligation and inclination; obligation has 14 data, and inclination has 1 data. following are the explanations of the modality. modalization the validity of information in a proposition clause (statements and questions) is called modalization, which is separated into probability and usuality (rui & jingxia, 2018). consequently, modalization in the mental health campaign posts by @myselflovesupply can be further subdivided into possibility and usuality. possibility the type of possibility found is in the form of a statement that contains information in the form of certainty, possibility, asserting, and denying. there are 13 data identified as statements that contain a degree of possibility, either using adverbs or indirectly. data [17], [18], and [19] are sample statements of possibility: [17] “i won’t let other people’s opinion dictate how i choose to live my life” sc2 [18] “you did the best you could today, and that is good enough” sl4 [19] “maybe the endings that you are struggling through are bringing about the beginnings that you have been hoping for” wb1 datum [17] showed that there is the possibility of showing denial by refusing to do something, which is shown by using the modal verb ‘won’t’ = ‘would not’. meanwhile, in datum [18], the possibility is by giving certainty. the campaigner tries to convince and reassure the followers. on the other hand, datum [19] uses adverbs of possibility, ‘maybe.’ usuality usuality type is found in statements containing indirect time information to show the frequency of the information. there are two data identified as statements that contain degrees of usuality. datum [20] is a sample statement of usuality: [20] “you don’t have to be achieving something all the time” wb5 in datum [20], it uses the indirect adverb of time, ‘all the time’, which can be interpreted by the existence of things to constantly do something, for example, usually/always/often. it can also be concluded that the use of ‘all the time’ here means a repetitive or continuous description of time. modulation in contrast to modalization, modulation contains statements that are propositions in order to fulfill offers and also commands. modulation is divided into two, namely obligation and inclination. furthermore, the findings of modalization in mental health campaigns by @myselflovesupply are subdivided into obligation and inclination. obligation the type of obligation found is statements containing commands in the form of preventing to do actions, ordering, advising, and suggesting. there are 14 data identified as statements containing a degree of obligation, either using adverbs or indirectly. based on the findings, obligation is the celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 267 most frequent type. data [21], [22], and [23] are sample statements of obligation: [21] “move your body and get some fresh air” sc8 [22] “decide what kind of life you actually want, then say no to everything that isn’t that” sl10 [23] “don’t spend your time on earth being a watered down version of yourself” wb2 datum [21] indicated the use of obligation type because the campaigner commands the followers to move their bodies and breathe fresh air. moreover, datum [22] uses indirect directive words by ordering them to decide what kind of life they want by saying no to everything they do not want. additionally, in datum [23], it also uses the obligation type because the campaigner wants the followers to prevent doing specific actions by not wasting their time being a watered down of themselves. inclination inclination type is the form of statements that contain indirect will or offers conveyed by the campaigner. there is only 1 datum identified as statements containing a degree of inclination. compared to obligation, inclination is the least occurring type. datum [24] is a sample statement of inclination: [24] “i’m proud of myself for trying, this is what courage looks like” sc1 in datum [24], it uses the inclination type because it uses the indirect expression used by the campaigner. the campaigner conveys the followers to determine or have the willingness to be proud of them for trying. discussion contrary to the previous study conducted by kanaza (2020), who found five types of language functions except metalingual function, this study only found three language functions. however, just like the previous study, this study also found that conative is the most dominant data, followed by emotive and referential in order. the difference in the results of this finding is that in the mental health campaign, the language used is persuading, inviting, and encouraging followers to perform a behavior related to the goodness of their mental health. the use of language functions in mental health campaigns is generally soothing for the sufferers, which can also be represented by language functions based on jakobson’s theory of emotive. emotive aims to convey the expression or feeling of the campaigner. some sedation words are often found in the form of motivation, inspiration, compliments, personal tips, and other positive thoughts, as well as the desire to engage in activities that increase enjoyment and selfsatisfaction. besides, the conative function aims to influence behavior so that the followers do something as conveyed by the campaigner. the use of directive words in mental health is also positive without offending the sufferers. based on the results obtained, the use of language functions in mental health campaigns is conative or ordering; the campaigner wants the sufferers to do something about the statements that have been revealed. in addition to being in the form of a directive, the language yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 268 used is also emotive and anything expressive that can provide positive vibes to the sufferers. following the objectives of the mental health campaign, the function of language here is for sufferers to do something according to what the campaigner wants in the realm of mental health. in the mental health campaign, the campaigner must provide positive words and calm the sufferers. providing direction in a positive aspect and inviting sufferers to care more about themselves is one of the objective mental health campaigns. for this reason, some statements are found in ordering and giving compliments to sufferers. meanwhile, the referential function here intends to show awareness and knowledge to the followers of @myselflovesupply. that is to say, the campaigner pointed out some information regarding mental health by defining matters in the mental health field and providing information with the validity of conforming words so the followers could find the console. moreover, there are slightly different language functions in each post. selfcare posts are dominated by emotive function and are followed by conative. the emotive function dominates in self-care posts because it is the self-reflection of the followers, as the campaigner wants. whereas in self-love posts, the conative function is the type that appears the most, followed by emotive and referential, which is the least. as for self-love posts dominated by the conative function, it aims to give orders, instructions, advising, and prohibiting to do something to the followers, as conveyed by the campaigner in achieving self-happiness. meanwhile, for well-being posts, similar to self-love posts, conative is the most prevalent function, while referential and emotive get the same frequency. same as the self-love posts, conative functions dominated the well-being posts to encourage the followers to forbid doing something regarding the goodness of their well-being. furthermore, the use of sedation words is in line with positive psychology. positive psychology has proven effective in researching and helping individual wellbeing (csikszentmihalyi, 2009). positive psychology aims to catalyze a shift in psychology from focusing solely on healing the worst aspects of life to creating the best aspects of life. at the personal level, positive psychology is concerned with positive individual experience: well-being and contentment (in the past); flow, happiness, pleasures, and joy (in the present); and positive cognitions about the long-term, hope, and belief (seligman, 2002). positive psychology findings are relevant for mental health treatment because their emphasis on having a good life is equally applicable to those with and without mental illnesses (slade, 2010). the campaigner, for example, motivates followers by asking them to ‘imagine themselves,’ in which they are urged to jot down where they envision themselves in the future, (see data [1], [2], and [3]). put in another way, positive psychology also indicates kind words and shows empathy to the followers; see data [9], [10], and [15]. nevertheless, this study discovered not only the language functions fulfilled by @myselflovesupply in their mental health campaign but also the modality. additionality, modality in mental health campaigns aimed at sufferers provides vibes to persuade sufferers. the type of language used is friendlier and should calm the sufferers. the use of modality in mental health campaigns appeared to have promising outcomes so the sufferers could get positive emotions and the sedation words to heal the illness. furthermore, using modality to encourage celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 269 sufferers to cope with mental health can include providing them with motivation, hope, inspiration, affirmation, and compliments. in terms of modality, the study found that the campaigner applied the interpersonal function of the pronouns ‘i’ (see data [1], [2], and [3]) and ‘you’ (see data [4], [5], [6], [7], [8], [9], [10], [12], [13], [14], [15], [16], [18], [19], [20], [21], [22], and [23]). the pronoun ‘i’ indicates the campaigner’s ideas so that the followers can imagine the message conveyed from their point of view. in addition, using the pronoun ‘you’ can build social relationships between the campaigner and the followers. it is also related to that conveyed by darong (2022), the use of the pronoun ‘you’ plays a vital part in the statement since it may help to develop a dialogic style in the statement by keeping a tight close relationship between the campaigner and the followers, ensuring effective engagement between the campaigner and the followers during the discussion. the use of pronouns relates to the modality system that displays a speaker’s attitude and viewpoint, which assists individuals in having a better knowledge of the interpersonal function and accurately expressing what they want to convey (rui & jingxia, 2018). regarding modality in mental health campaigns, almost all data used modality indirectly. in contrast, the use of adverbs of degree for each type of modality was rarely found. in the obligation type, which leads the type of modality, the campaigner gives directions to the followers indirectly with statements that are accompanied by elements of ‘allowed to’, ‘required to’, and ‘supposed to’ as can be seen in data [21], [22], and [23]. moreover, followed by the possibility type that deals with information by asserting and denying, the campaigner indicates the followers to provide awareness and insight to them. the degree of possibility used is ‘maybe’ (see datum [19], ‘won’t’ (see datum [17]) and some indirect elements of ‘possibly,' ‘probably,' ‘certainly, ‘may,’ and ‘perhaps’ which can be seen in the datum [18]. however, according to martin & white (2005), such a locution may have been viewed by modality as suggesting a “lack of commitment to the truth value” of the statement. the modality used can impact the sufferer, but this can also reduce the truth of value in the statement. furthermore, martin & white (2005) added that the dialogistic viewpoint redirects our emphasis on such concerns that ‘epistemic statuses and ‘reliability of knowledge’ is understood as not always fundamental, defining communication purpose. it can be concluded that although the use of modality can reduce the truth of value if we look at the purpose of communication in campaigns that provide awareness and inspire sufferers, it is understandable that truth value is not always fundamental. mental health awareness can bring a positive view of mental health among people (latha et al., 2020). thus, as stated by kelly et al. (2007), early treatment requires people and their supporters to understand and react correctly to indicators of distress, functional impairment, and other indications of developing mental illness. therefore, it would be highly recommended that sufferers seek professional help and take real actions that are not only based on campaigns in the form of language of encouragement. this study examined that encouraging language in mental health campaigns could influence sufferers to get motivation, inspiration, consolation, and aspiration, yusmaniar nur aviva, widyastuti language used of encouragement in the mental health campaign on instagram: modality meaning 270 which is essential for their mental health. the function of encouragement language in mental health campaigns is soothing because it is easy to reach the followers’ emotions. however, in terms of mental health, it would be better if the campaigner also uses data or provides information from the medical side more frequently. it is necessary not to reduce the truth of value, which is related to modality use in mental health campaigns. hence, since mental health is closely related to psychology, it is crucial to consider more specifics when commanding, providing information, and motivating to enhance sufferers' well-being. moreover, the sufferers can be more encouraged and convinced of the message conveyed. consequently, the existence of mental health campaigns should be continued because they can increase awareness of mental health. many people are still unaware of the importance of mental health, but through the campaigns, some people can start to realize the importance of mental health and know how to overcome it. although mental health campaigns can help sufferers gain insight concerning their mental health, it is highly urged that sufferers seek professional treatment and take real actions that are not just focused on encouraging words. conclusion to sum it up, the language used for encouragement found in the mental health campaign on the @myselflovesupply instagram account in the form of language functions were conative, emotive, and referential subsequently. conative utilizes to change positive behavior so that sufferers do what the campaigner says. emotive attempts to motivate the sufferers’ feelings by giving inspiration, praises, personal tips, and other optimistic thoughts, and the desire to partake in things that enhance happiness and self-satisfaction are all forms of soothing words. furthermore, the referential function seeks to raise awareness, gain insight, define issues in the field, and provide information about the validity of conforming words so that sufferers may reach the console. in addition, all types were found using the modality in the @myselflovesupply instagram account. modalization is divided into possibility and usuality, the possibility type takes the lead, followed by usuality. for modulation, the obligation type appears the most, followed by inclination. however, overall, the most dominant type is obligation, followed by possibility, usuality, and inclination. furthermore, modality in a @myselflovesupply mental health campaign is important in motivating those with mental illness. since this study is limited only to using language functions and modality in mental health campaigns by @myselflovesupply, thus, in future studies, the researcher recommends analyzing more than one mental health campaign, other social media platforms, and different issues in order to find out whether there are differences in the findings and various language functions and modality applied. in addition, future researchers may discuss language functions and modality in the post-pandemic period. references adenan, f. 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(2021, october 8). who report highlights global shortfall in investment in mental health. world health organization. retrieved december 14th, 2021, from world health organization: https://www.who.int/news/item/08-10-2021-who-report-highlights-globalshortfall-in-investment-in-mental-health https://www.who.int/news/item/08-10-2021-who-report-highlights-global-shortfall-in-investment-in-mental-health https://www.who.int/news/item/08-10-2021-who-report-highlights-global-shortfall-in-investment-in-mental-health 30 celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index lecturer talk in the emi classroom: a speech act analysis 1sri lestari*, 2ira mutiaraningrum, 1faculty of teacher training and education, universitas pgri madiun, indonesia 2tourism business management study program, state polytechnic of sambas, indonesia abstract research in the area of utilizing english as a medium of instruction has overlooked the investigation of communication issues among lecturers teaching their disciplines in english. this study seeks to determine the most common speech act employed by lecturers utilizing english as a medium of instruction, the rationale behind the selection, and its implication on pedagogy and education. employing a case study, we recruited four instructors from biology and primary education who teach content-based subjects in english. with searle's framework of speech acts, the study revealed that assertive speech acts were used 42.85%, directive 25.8%, expressive 21.65%, and commissive 9.6%. the findings indicate that most lecturers used assertive speech acts to clarify content and engage students in achieving learning objectives. this study expected to give contribution as reflection tool on how speech acts should be performed in teaching process to promote successful english utilization by instructors teaching non-english subjects. keywords: emi; lecturer’s talk; speech act abstrak meskipun menjadi aspek penting dalam penggunaan bahasa inggris sebagai bahasa pengantar, literatur belum menyelidiki masalah yang terkait dengan komunikasi dosen yang mengajar disiplin ilmu masingmasing dalam bahasa inggris. penelitian ini mengidentifikasi tindak tutur yang paling umum digunakan oleh dosen yang menggunakan bahasa inggris dalam mengajar disiplin ilmunya, alasan pemilihan, dan implikasi dari tindak tutur yang dipilih pada pedagogi dan pendidikan. lewat studi kasus, kami merekrut empat dosen dari biologi dan pendidikan dasar yang mengajar mata pelajaran berbasis konten menggunakan bahasa inggris sebagai media pengajaran. dengan kerangka tindak tutur searle, penelitian ini mengungkapkan bahwa tindak tutur asertif digunakan 42,85%, direktif digunakan 25,8%, ekspresif digunakan 21,65%, dan komisif digunakan 9,6%. sebagian besar dosen menggunakan tindak tutur asertif untuk menjelaskan mata kuliah dan melibatkan mahasiswa dalam mencapai tujuan pembelajaran. dengan demikian, penelitian ini memberikan kontribusi yang signifikan mengenai tindak tutur yang digunakan oleh dosen dan mengidentifikasi masalah dalam kompetensi komunikasi mereka. penelitian ini diharapkan dapat memberikan kontribusi sebagai refleksi tentang bagaimana seharusnya tindak tutur dilakukan dalam proses mengajar untuk mempromosikan penggunaan bahasa inggris oleh dosen yang mengajar mata pelajaran non-bahasa inggris. kata kunci: english as medium of instruction; ceramah dosen; tindak tutur e-issn: 2621-9158 p-issn:2356-0401 *correspondence: lestarisri@unipma.ac.id submitted: 8 june 2023 approved: 29 june 2023 published: 30 june 2023 citation: lestari, s., & mutiaraningrum, i. (2023). illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis. celtic: a journal of culture, english language teaching, literature and linguistics, 10(1), 3044. doi: 10.22219/celtic.v10i1. 25365 celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 31 introduction in many countries, especially at higher education (he), there is a noticeable improvement of the use of english as a medium of instruction (emi) for academic disciplines. emi refers the practice of using english as a medium of instruction in nations where that language is not spoken as a first language (macaro, 2018). in the indonesian context, the adoption of emi is driven by the goals of internationalization and global competitiveness, aiming to facilitate academic mobility (al hakim, 2021; (muttaqin, 2020) simbolon, 2021; simbolon, 2023, sundusiyah, 2023). in this global higher education competition, indonesian universities strive to be recognized on an international scale (simbolon, 2021). as reported by british council, there are 117 he in indonesia that implement emi, for international (dual degree) programmes, international undergraduate programmes (iups), international exchange students, and postgraduate emi programmes (dearden, 2014). talaue & kim (2020) argue that the implementation of emi at he can meet the demands of the workplace as english-medium study may provide students with a workplace edge. one of the universities implementing emi is universitas pgri madiun (unipma). emi has been implemented for international credit transfer (ict) program since 2021. through evaluations conducted by institutional staff between 2021 and 2022, a common concern was identified among lecturers regarding the implementation of emi. these instructors struggled with their english proficiency and teaching strategies in an emi setting. this aligns with the findings of a report by dearden (2014) which acknowledged that while the implementation of emi was generally successful, there remained a lack of proficiency in terms of both lecturers' and students' adaptation to the instruction. numerous studies in the european context have highlighted the prevalence of deficiencies in spoken communication abilities among lecturers in the context of emi (dimova & kling 2018; helm & guarda 2015; jensen & thøgersen 2011; sercu, 2004; vinke et al. 1998). the lack of confidence among lecturers in speaking english can impede the engagement of students in conversation (llurda, 2005). additionally, research in taiwan has shown that the implementation of emi courses can lead to decreased opportunities for class discussion and an increase in the difficulties faced by teachers in the classroom (chou, 2018). however, the efficacy of an emi setting in terms of students' learning outcomes, comprehension of content material, and participation and engagement in the classroom is contingent upon several factors, one of which is the teacher's proficiency in utilizing and conveying the language. the task of teaching content subjects in english within an indonesian context, where the instructors are nonnative english speakers, poses a significant challenge in terms of delivering the lesson in english and facilitating students' comprehension of the instruction in the language. despite being able to communicate effectively in english, there may often be an absence of pragmatic fluency in lecturers' speech acts, which may impede the communicative purpose (goh & foong, 1997; jin & cortazzi, 2008). additionally, studies have underscored the difficulties that arise from the implementation of emi in the classroom, specifically in terms of communicative competence and the appropriate utilization of speech acts, for both educators and learners. as highlighted by nuraini (2015), the inappropriate use of speech acts in indonesian english as a foreign language (efl) classes can lead to sri lestari, ira mutiaraningrum lecturer talk in the emi classroom: a speech act analysis 32 misunderstandings and impede effective communication. speech acts, as defined by dawson and phelan (2016), are "activities that are carried out purely via the use of words" and serve to convey the speaker's intention or goal. these can include making statements or asking questions, giving commands or orders, refusing, complimenting, apologizing, and more. critiquing austin’s classification of speech acts (1962), searle (1976) outlined five forms of illocutionary behaviors have been identified, namely (representatives/assertive, directive, commissive, expressive, and declarative). assertives are statements that use speech to express the validity or accuracy of a statement to portray a state of circumstances as true or false (example: it is snowing outside). directives refer to verbal acts that instruct the listener to perform a specific action (example: please put the book on the table). commissive bind the speaker to a future course of action (example: i promise this will be worth it). expressives are those that convey the speaker's emotional or psychological state (example: congratulation on your promotion!). declarations are speech acts that, by the act of speaking, cause changes in the external world (example: a judge declares: case closed). it is essential to employ various illocutionary behaviors to maintain the conversational flow and promote students' understanding in emi classroom. celcemurcia (2000) posits that the language employed in the classroom impacts the student's learning process and advancement. how students and communicate in a classroom greatly affects how they think, behave, and talk (waloyo et al., 2023). active classroom interaction is crucial for effective learning, as communication is primarily constructed through spoken language. verbal, physical, and gestural interactions between teachers and students are key components of classroom activities (ratnawati & romansyah, 2022). thus, teachers must be equipped with the necessary communicative competencies to effectively facilitate classroom interactions (johnson & picciuolo, 2020). this research aims to analyze the classification of speech acts most frequently used by lecturers in teaching content subjects using emi and to explore the reasons for the lecturer's preference for certain classifications of speech acts. despite the significance of communicative competence in the realm of utilizing emi, there exists a dearth of research that examines the issues of communication among lecturers teaching their respective disciplines in english. hence, this study devotes to filling a gap in speech act research, especially on speech act classification. previous research has frequently examined the use of political speeches, advertisements, and efl classes in primary and secondary education. this study aims to further contribute to the existing literature on speech acts by examining their use in emi classes. additionally, this study aims to provide emi lecturers with a deeper understanding of how the classification of speech acts impacts the classroom process, including the student’s performance and learning progress. hence, the study addressed the following research questions: 1. which speech acts commonly employed by lecturer when teaching content using emi? 2. why do they choose to use these speech acts? celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 33 method this case study aims to examine the speech acts of seven content-subject lecturers who employ english as a medium of instruction in their classrooms. this research is part of case study since the primary objective is to illustrate how the lecturers utilize speech acts during the teaching and learning process. the study of speech acts in the classroom encompasses all verbal utterances utilizing english as the medium of communication in the classroom. discourse analysis is employed to investigate speech acts in the teaching and learning process. in light of this issue, this research focuses on classroom interactions during the teaching and learning process in four emi classes, comprising two classes of biology education and two classes of primary education department. the selection of lecturers from is based on their implementation of emi in the classroom, which is attributed to the ict program. the selection of four participants was based on certain criteria. first, the participants of this study were instructors who employed emi for content subjects. two participants from the biology education department represented teachers who had a significant amount of experience utilizing emi for content subjects. in contrast, the two participants from the primary education department were representative of teachers who employed emi in their content instruction but had limited experience with this mode of instruction. as such, the four participants in this study served as a representative sample of speech acts utilized by emi teachers. they participated in a workshop that entailed teaching an international class for approximately 15 hours. it is presented on table 1 table 1. participants of the study no lecturer experience in teaching content subjects using english (year) english proficiency (toefl) cefr level *from language center data 1 n biology 1 513 b2 2 p biology 1 477 b2 3 il primary education 460 b1 4 c primary education 460 b1 the data collection process involved the recording of two full-length teaching videos of each participant during two sessions, each video lasting between 1-2 hours. additionally, each participant was interviewed and questioned to confirm various instances of speech acts occurring in the classroom during their instruction. the video data were transcribed by two raters and subsequently analyzed, with the speech acts performed by the teachers during instruction being studied utilizing searle's five primary classifications of speech acts: assertive, directive, commissive, expressive, and declarative. the categorization of speech acts is determined by the consensus reached between two raters. the percentage of each speech act classification was quantified, and the data were analyzed and descriptively presented. the data analysis process involved organizing and describing the data into units, synthesizing the information, arranging it into patterns, selecting essential elements for examination, and drawing sri lestari, ira mutiaraningrum lecturer talk in the emi classroom: a speech act analysis 34 conclusions that can be shared with others. huberman and miles (2002) posit that the three main activities in analyzing data in qualitative research are data reduction, data display, and conclusion drawing. in this research, the researcher employed various steps to analyze the data on the classifications of speech acts and the dominant classifications utilized by the teachers in the teaching and learning process based on searle's theory. findings the classification of speech acts employed in this study is based on searle's classification of speech acts into five categories: declarative, assertive, expressive, directive, and commissive. the researchers identified 217 speech acts articulated by the teacher throughout the class. in terms of the percentage of the five types of speech acts, assertive (42.85%) was found to be the most prevalent, followed by directives (25.8%), expressive (21.65%), and commissive (9.6%). figure 1. percentage of speech act classification assertive speech acts were found to be among the most commonly utilized by the lecturers during the class. in contrast, declarative speech acts were found to be vastly underutilized. specifically, it was observed that the teachers did not employ any declarative sentences in the classroom. consequently, it was concluded that the lecturers employed only four out of the five types of speech acts. 1. assertive or representatives (42.85%) it might be factual statements, claims, conclusions, or descriptions. the speaker uses a representation to make words match the world (of belief), and samples include: affirm, believe, conclude, and report. also, assertive speech actions dominate the teacher's utterances during the instructional process. an assertive is an illocutionary point that states whether one believes something to be true or false. when speakers describe how things are in the world, they attain an aggressive point (thoughtco, 2019). the lecturers' excerpt regarding the assertive speech act is presented in table 2: declarative; 0% assertive; 42,85% expressive; 21,65% directive; 25,80% commissive; 9,60% declarative assertive expressive directive commissive celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 35 table 2. lecturer’s assertive speech act lecturer frequency sample of lecturers’ utterances n 32 “ecology has several definitions, it defines….” “the function of pit land, water carbon in ecology and we continue the system of our government because… p 30 “so applied biology is…….” “biotechnology can improve our life because….” c 16 “in planning, we must use our imagination, so if you are a teacher must also have good imagination because…” “learning is……” il 17 “yes, there are some strategies to make the teaching-learning process in science fun, first...” “one example of science learning fun strategy is by using several appropriate methods, for example: pbl inquiry and use media (video, picture)” based on the video of teaching-learning observation, the lecturers n and p expressed their assertive because they used an interactive teaching strategy: a. at the beginning, they showed relevant videos and encouraged students to brainstorm ideas by implementing inquiry. b. then, they presented the material with interactive ppt c. in each slide of their presentation, they checked students’ understanding by asking questions and asking for an opinion d. in the mid of teaching activities, the lecturer also asked students to present the relevant topic e. at the end of the meeting, lecturers gave a quiz in e-lma, or students directly answer in quizzes application. therefore, there was interaction between teacher and students. marzano et al. (2003) emphasize that lecturers need to create positive teacher-student interactions in teaching emi. furthermore, evertson and weinstein (2013) believe that teachers or professors should (3) encourage students' participation in academic tasks, which can be accomplished through group management techniques (e.g., by establishing rules and classroom procedures, see marzano et al., 2003). teachers must (4) encourage students to develop social skills and selfcontrol. finally, according to evertson and weinstein (2013), teachers should be able to (5) use the right strategies to help students with behavioral issues. however, in c and il classes, the assertive speech act was not frequently uttered for several reasons: a. lecturers used a student-centered approach, whether a group of students presented the material in ppt in each meeting b. after the students presented material, there were questions and answer session both from lecturer and classmates c. at the end of the meeting, lecturers highlighted the information needed for material to sum up, the frequency of assertive speech acts is affected by the method or strategy used by a lecturer in the teaching-learning process. 2. expressive (21.65%) expressive deals with speaking exercises that allow the speaker to communicate how he or she feels. they can express psychological feelings such sri lestari, ira mutiaraningrum lecturer talk in the emi classroom: a speech act analysis 36 as pleasure, pain, preferences, dislikes, joy, and sadness. the four most expressive speaking acts are listed below: table 3. lecturer’s expressive speech act lecturer frequency sample of lecturers’ statement (excerpt) n 16 thanking ok thank you for your coming and in good condition as always praising ok awaliyah, thank you for your great explanation, thank you for the summary or important point based on the video, ok one more, please raise your hand yes, it is very complete in your opinion…..(explain) waa, thank you, patricia, that’s great, ok, thank you, shandie and patricia, are great, ok that’s good patricia, yaa, we that’s great, i am very satisfied with your explanation p 15 thanking okay thank you all for the participation praising ok great thank you lovely, perhaps the other student wow, very good neil, what kind of mold ok great neil, thank you, so the application of biotechnology is…. thank you, neil, very good answer yes very good lovely, so lovely correlate biology with the pandemic today, ok, very good answer ok thank you ira, so biology is important……explain ok thank you ira, good answer, ok, bu puji will continue the material apologizing sorry perhaps, i will stop our presentation first, c 8 thanking ok, thank you very much for the presentation of the group today, and today, our topic is… praising ok thank you mb tasya, and alfina, do you want to add? ok thank you arsy, and then, who wants to raise your hands? to add the answer to the question? apologizing sorry for last week i didn’t give you the material il 4 praising thank you for the presentation from the third group thank you, john, great good answer dinda thanking thank you and see you the utterances thanking and praising were commonly uttered by all lecturers, and here are the reasons: n : “i do like praising and saying thank you to students because it will improve their confidence. also, besides saying “thank you” i added call their names, for example, “thank you awaliyah for your good answer”. i think that by call their name, it will make them happy and feel pride that the lecturer noticed them”. celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 37 p : “i praised them to motivate them in participating also, i say “thank you” because i appreciate them”. also, it is our habit to say it. c : “to motivate students, i give praising and say “thank you” so, for the next meeting, they will participate more. also, it can influence other students to be active” il : mm, i think by praising and thanking, it can improve engagement between lecturer and students while the utterance of apologizing is mentioned when there was a technical problem, such as (a faint voice, unclear screen) or it is as politeness speech. also, “sorry” is uttered when lecturers make mistakes. 3. directive (25.8%) 25.8% of the 217 utterances contain directive speech acts words. the lecturer mostly used directives to inquire the students about anything and to request the students to perform. the following are the words of the teacher: table 4. lecturer’s directive speech act lecturer frequency sample of lecturers’ statement (excerpt) n 20 request/command ok now, please give a resume of the video or important ok one more, please raise your hand ok, please save the summary and i will continue to the 2nd video, then you will see the differences between both videos. please enjoy the 2nd video ok that’s the 2nd video, please give me a resume or important point based on the video asking how do you feel today? monic, are you here? so, i will share the youtube video, could you see this? and could you hear the voice? is there any question or comment? what is ecology? what do you think about the content of video? p 15 command/request students, don’t forget in e-lma, there is a posttest, so next meeting you are ready for the posttest, hello, please turn on your camera, bu puji already uploads the article in the elma, you must finish the assignment make a summary of the article, and collect it tomorrow. advise neil, could you post your question in the chat room? so i know the sentence what do you mean? asking hello class, how are you today? anyone knows what the meaning of applied biology? perhaps lovely, what is applied biology? anyone knows about the different microscope electron, stem, and stem? ok perhaps neil? or selly, sjeng, elly? sri lestari, ira mutiaraningrum lecturer talk in the emi classroom: a speech act analysis 38 anyone knows, what penicillin is produced from? does anyone know? ok, how biotechnology can improve our life? maybe perhaps one of you can answer it, please give your opinion about this., ok, i’m waiting ok, the other students? perhaps you can give an opinion about this. perhaps one of you wants to ask about our course today? perhaps any questions? i'm ready to answer do you know what bu puji means? ok, students, anyone else asks for material today? ok, how is the weather in the philippines today? sorry perhaps, i will stop our presentation first, because it is the adzan, is it okay? if we continue 5 minutes again (later) ok, that’s all my material today, any questions? c 10 asking ok thank you mb tasya, and rahmat,, do you want to add? ok, thank you arsy, and then, who wants to raise your hands? to add the answer to the question? ok, maybe ee…you want to ask, or any question, how about your final product? that is the last question. yes? for today, any questions? advise or maybe you can text me in wa if you have any difficult creating your product. you can start now, to do your project command please show me your product il 11 asking how are you today? what is science activity in elementary school ok, are you have a question? about the topic of the course? nothing? to make science learning fun, what do you bran to science learning? can you give an example of the activity? science learning? how to make or produce, okay, and then from indonesia, one of them to state how to make learning science more fun. can you describe it? from indonesia? command please sign in in e-lma and download the material based on the observation, the frequency of lecturer n, p, c, and il in uttering directives is similar to assertive whether lecturer n and p were used to state commanding, asking, and advising in the teaching-learning process. it has been stated before that both used various teaching strategies and techniques. therefore, they asked and commanded frequently. while lecturers ck and il, due to limited interaction, only focused on material after a small discussion, ended the meeting. 4. commissive (9.6%) commissive is the least highlighted by the teacher when instructing. commissive are verbal acts that speakers employ to commit themselves to future actions. they convey the speaker's intention. they are promises, threats, refusals, and pledges that can be executed by the speaker alone or as part of a group. the teacher only stated two utterances having commissure essence; hence the celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 39 proportion is just 9.6% out of 100%. the following are examples of commissive speaking acts: table 5. lecturer’s commisive speech act lecturer frequency sample of lecturers’ statement (excerpt) n 5 every participation will give a point next meeting one of you show the culture in each country before class started p 8 next meeting bu puji will continue, the application of bio in agriculture, don’t forget in e-lma, there is a posttest, so next meeting you are ready for the posttest, ok if there is no question, bu puji will end the meeting. c 4 at the 15th meeting, which is not a virtual meeting (gmeet) you can upload your progress on the final product in e-lma. and in the sixteenth meeting, the last meeting, you show me your product il 4 for the next meeting, i will divide the class into five groups next meeting, there will be a discussion in e-lma, so all of you must participate and at least give one comment or opinion. lecturers did not frequently utter the commissive because it is usually stated at the end of classroom activities to remind them what they must do for the upcoming meeting. discussion based on the findings of the interviews and observations, all lecturers acknowledged being oblivious to their teaching utterances. as revealed during the interview, the statements spoken in the teaching and learning procedures are primarily rooted in their pedagogical know-how and prior participation in workshops, particularly those aimed at facilitating preparations for international classes. notwithstanding their efforts to prepare teaching content using emi at the preparation stage, the lecturers struggled to engage in the interactive discourse during the teaching-learning process (implementation stage). it is in line with previous studies (hu & lei, 2014; lo & macaro, 2012; setoningsih, 2021) that although the lecturers in the emi program had received graduate training and thus emi in anglo-american universities, their communicative english competence was deemed to be less than ideal. they are supposed to deliver the lesson to the students) and read (understand the textbooks used in the classroom) in english. the teachers who participated in the study, particularly those who taught science and math, reported experiencing challenges in selecting the most appropriate and communicative language for their instructional methods. they discovered that they were unable to adequately present instructional content in real oral english in a spontaneous, interactive, and conversational way as a result of their focus on the textbook or other source-based topics. an et al. (2021) added that the use of english might lead to more monologue teaching. therefore, no wonder that the four lecturers commonly used the assertive types in teaching at emi classrooms. the four lecturers in this study primarily relied on delivering content through powerpoint presentations due to their focus on ensuring the delivery of the sri lestari, ira mutiaraningrum lecturer talk in the emi classroom: a speech act analysis 40 material. they have yet to implement a constructivist approach suitable for he students. two of them admitted in the interview that they had never used emi before, which caused them to put more emphasis on the delivery of the subject. this is consistent with their lack of communicative competence in english. the success of emi classes is determined by whether the lecturer can effectively deliver the material in english. of four lecturers, two lecturers from the biology education department are better at interacting in classes. the data showed that lecturers n and p had better communicative competence in teaching and were able to engage students through their proficiency in english and mastery of the material. conversely, lecturers c and il, who were new to teaching emi classes, primarily relied on having students present material and provided feedback afterward, resulting in limited interaction due to their lack of proficiency in english. this corroborates the findings of novitasari et al. (2022) that the teachers should be very well-versed in the subject matter and possess a thorough understanding of it in addition to having a superb command of english as the teaching language. there is pressure on teachers to find ways to include these well-established skills in the lessons (utami & sulistyaningrum, 2022). additionally, the adoption of diverse teaching strategies can significantly impact students' participation and feedback. as seen in the observation videos, in classes led by n and p, students were highly engaged and participated actively. conversely, in classes led by c and il, students appeared disinterested, as the lecturers primarily focused on presentations and did not encourage participation. following the presentation, there were no questions from the students during the q&a session, and the lecturer did not make an effort to engage them. finally, the lecturer provided supplementary information on the material. therefore, based on the video’s observation of teaching learning process at emi classes, it is assumed that lecturers used assertive utterances because they were more focused on delivering content to the students. the result of speech act classification in the emi setting contradicts with efl classroom of idris et al. (2023) that lecturer commonly used directive utterances because they want to invite students to be more active. it is in line with basra & thoyyibah (2017) that directive speech acts are the preferred method in efl classrooms to encourage students’ productive skills and it is an effort to implement communicative language teaching method. also, cklopaking (2020) revealed that directive utterances used by lecturer to facilitate students to communicate actively at classroom. then, sari et al. (2021) implied that directive utterances has purpose to involve students in the discussion and assist the lecturer in measuring students' understanding of the course contents. prihartini and buska (2020) has established that directive utterances were mostly used because the role of lecturer is as facilitator and coordinator of the class. furthermore, this study found that lecturers in emi classes also frequently use expressions of thanks and praise to motivate student participation because they want to engage students and get closer to students, which is in contrast to the findings of basra & thoyyibah (2017) that expressive speech acts are used only 6% of the time during class because the efl teachers focus on directive speech acts whether the teacher asked students to talk more and to carry out the principle of communicative language teaching. qadir and riloff (2011) categorized expressive celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 41 essence utterances based on signaling signals such as thanking, apologizing, rejoicing, condoling, mourning, praising, and welcoming. emotional/expressive utterances are any communication in which the speaker is emotionally involved, and formative words are utilized (beijer,2003). in addition, assertive utterance is the highest percentage because the lecturers used teacher-centered method whether they presented their material. then it is followed by directive utterances as the second place because in the teaching learning process, after the lecturers explained the material, they tried to invite students to ask questions or give feedback or input. as stated by qadir & riloff (2011), directives are utterances that carry the force or desire to ask, order, command, request, beg, plead, implore, entreat, invite, permit, advise, dare, defy, and challenge. the study's findings indicate that the types of speech employed by instructors serve a distinct purpose. utilizing speech acts appropriately promotes an efficient learning experience. therefore, it is recommended that educators and organizations overseeing emi programs give communicative competence top priority to enhance the quality and outcomes of learning. conclusion the current study examined the classification of speech acts used by teachers in emi classes, the rationale for their use, and the implications of the findings. the analysis reveals four categories of speech acts. the total number of utterances made by the teachers during a single teaching session is 217, with assertive speech acts being the most prevalent, constituting 42.85% of all utterances. directive speech acts constitute 25.8%, expressive speech acts constitute 21.65%, and commissive speech acts constitute 9.6%. the use of assertive speech act imply that it will assist students in comprehending the content. they also acknowledged that emi classes can be challenging, given that not all students possess strong english competence. therefore, to enhance the quality and learning outcomes, it is advisable for the institution responsible for the emi preparation program to prioritize the instruction of teaching strategies and communicative competence. references al hakim, m. a. 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(2022). english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia. celtic: a journal of culture, english language teaching, literature and linguistics, 9(1), 97-119. doi: 10.22219/celtic.v9i1.20646 silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 98 introduction english for academic purposes (eap) is introduced because many efl/esl students in higher learning institutions need to develop their english academic proficiency. without mastery of academic language skills, students face difficulties while studying their disciplinary fields (kustati et al., 2020). wubalem (2013), for example, argued that mastering academic language skills is one of the most reliable approaches to achieving academic success and job advancement in the globalized world. therefore, the focus of the university english language is based on developing the academic proficiency of learners for the fulfilment of study objectives. in addition, english prepares the students for scientific communication, international exchanges, education, and independent work with english-language resources (wubalem, 2013). therefore, english is seen as an asset both for the learners and the teachers that should be mastered for education purposes (suprayogi & pranoto, 2020). this can be achieved by setting eaps as a central element of the university english language teaching (elt) curriculum through learners' needs analysis. however, according to masyhud (2018), there are various issues with teaching and studying esp/eap since most learners believe that learning english has little to do with their academic subject of study. needs analysis (na) plays a significant part in language education planning before anything else (benesch, 2001; berman & cheng, 2001). english for academic purposes, therefore, follow na procedures to design and tailor appropriate materials and approaches for eap learners (zand-moghadam et al., 2018). as a result, esp/eap professionals determine what their students are likely to demand to listen, speak, read, and write. furthermore, several researchers and authors have stressed the vital role of na in syllabus design, particularly in eap (albassri, 2016; chatsungnoen, 2015; ji, 2021; kustati et al., 2020). consequently, needs analysts should frequently use a "present-to-target-situation” needs analysis to develop a clear picture of a specific group of learners (gholaminejad, 2020). according to gholaminejad (2020), needs analysts should include issues of potential academic language skills and sub-skills that learners require while conducting a survey of needs analysis. this means that needs analysis investigation includes determining "what learners already know"(dudley-evans & st john., 1998, p. 124), "what tasks and activities learners are or will be using english for" (dudleyevans & st john, p. 125), and "what the learner needs to know to function effectively in the target situation" (dudley-evans & st john, p. 126). na is an essential component of esp/eap because it allows practitioners and curriculum designers to evaluate the needs of students in a specific academic setting. english is the medium of teaching in ethiopia, from high school to colleges and universities. as a result, mastering the english language in such a context is critical for learners studying their disciplinary subjects via english textbooks and lectures (biniam et al., 2015; hyland, 2006). under the harmonized curriculum, ethiopian universities currently teach communicative english skills i & ii to all freshmen before they enrolled in disciplinary courses. the communicative english skills (i & ii) course books, as prescribed by the course designers (professionals from various universities), emphasize that students enrolled in the freshmen english (communicative skills i & ii) program must listen to lectures, read books, celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 99 take notes, speak (communicate in various situations), and write exams, projects, or assignments in english. numerous authors, particularly in eap, have emphasized the importance of na because it is frequently dealing with unique needs that must be identified precisely (e.g., freddi, 2015; thompson & diani, 2015). it considers the unique contexts and academic cultures of various subject areas. a needs analysis focuses on the language and skills that must be taught. additionally, it attempts to capture the target needs of students, what they need to be able to perform as a result of the course, their challenges (target situation analysis) and deficiencies, their existing proficiencies (present situation analysis) and aspirations, and what learners wish to learn (cf. flowerdew and peacock 2001; hyland 2006; flowerdew 2013, freddi, 2015). a small number of research on the academic language needs of undergraduate students have been conducted in the local context (e. g., aklilu, 2015; t. biniam, 2013; t. g. biniam et al., 2015; jha, 2013; medihanit, 2010; yenus, 2017). however, studies on tsa and psahave not provided enough information about undergraduate students' needs, wants, lacks, and views about their language challenges and future academic language needs. in particular, in ethiopian higher education, the difficulties that students have in learning english are frequently overlooked or inadequately investigated based on learners' needs analysis. the researchers could further claim that the english courses appear to be offered solely to fulfil course requirements rather than to assist students in improving their english skills while studying discipline-specific subjects and performing scientific research. therefore, the current study examines potential areas of academic language skills difficulties that students encounter over their academic careers. the study, in particular, intends to address the following research question: “what academic language difficulties do first-year ethiopian university students face while learning their academic courses in english?” the study aims to address academic language skills that undergraduate students need by identifying their potential difficulties. even though it is recommended that involving learners in na process plays a key role (hyland, 2006; long, 2005), it is not easy to get comprehensive na study of ethiopian university students, particularly regarding learners’ language difficulties. therefore, the current study attempts to inform the importance of students' voices while designing eap materials through exploring learners’ academic language difficulties. more importantly, the primary aim of this research is twofold: first, to identify the major academic language skills perceived as problematic; second, to examine the sub-skills or language aspects that obstruct students' academic success in the university. eap needs analysis and academic language skills ji (2021) asserts that conducting a needs analysis is critical for developing foreign language education policies. language curricula that are designed using a needs analysis approach can effectively meet students' needs and desires while also facilitating the teaching and learning process. thus, this section discusses the eap needs analysis regarding the academic language skills (speaking, listening, reading, writing) and components (vocabulary and structure). silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 100 academic listening skills the importance of academic listening comprehension has been highlighted in second (l2) or foreign language (fl) acquisition literature (supeno, 2018). thus, the primary goal of academic listening instruction at the university is to help students develop skills such as note-taking, lecture comprehension, listening to informational instructions, listening to presentations, and participating in and succeeding in academic or academic-related discourse (goh, 2013). so, eap students are required to have excellent note-taking and listening comprehension skills to grasp lectures and communicate with others in the university (ibid). needs analysis studies on academic listening have been conducted in a variety of contexts, including iran (rahimirad & moini, 2015; zohoorian, 2015), and the united states (zohoorian, 2015; quintus et al., 2012). for instance, rahimirad and moini (2015) examined difficulty of listening to lectures in an eap class with a group of iranian learners. they discovered that eap students encountered significant challenges to grasp lectures delivered in english. the findings also suggested the necessity of language teachers to devote sufficient attention to the strategic use of listening tasks in eap classrooms to enable their students to extract content information from input. quintus et al. (2012) examined the 'effect of the cornell note-taking method on students' performance in north dakota state university'. they found that taking notes during listening is a challenging task but an essential skill during lectures in the college. additionally, they noted that by teaching students a structured technique for taking notes, the problems associated with note-taking during lecture can be solved. according to ali (2011), among the main problems were difficulties in understanding and identifying the meaning of words while taking notes and listening to lectures; he also suggested the need to improve the quality of lecturing to enhance students' listening proficiency. yurekli (2012) also conducted a study on 'analysis of curriculum renewal in eap context' in turkey. she found listening incompetence due to vocabulary and accents has become the most weaknesses in linguistics and academic skills. consequently, she suggested that attention should be given to help learners improve the basic comprehension problems they encounter in their studies. therefore, it is more helpful to design an eap curriculum based on students' academic language needs to attain their perceived and desired comprehension skills for their academic success (goh, 2013). academic speaking skills academic speaking skills allow students to practice speaking tasks and activities in different situations while studying at the university. this means students should be engaged in these tasks and activities on both cognitive and affective level. however, many english learners struggle to express themselves orally; they frequently encounter difficulties when attempting to use a foreign language (english). gan (2012) noted that one of the problems is shortage of terminology, which in many cases is the most significant obstacle to oral skills. for instance, learners may pause speaking when they are unable to discover the appropriate words and expressions. additionally, students frequently have celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 101 communication difficulties while doing internships, apprenticeships, or actual career after graduation. research findings into academic speaking show that both learners and teachers face difficulties while dealing with oral communications. this is because speaking in academic and professional settings occurs both in formal and informal situations. regarding to this, learners are expected to be confident and have knowledge of pertinent vocabulary and language functions to communicate in various situations. academic reading skills according to grabe (2009) and syafi (2021), reading is the most critical skill required in intercultural settings, in academic learning, and in self-study circumstances. similarly, academic reading skill is regarded as an essential skill for university students to acquire knowledge about their field of study in higher education. widowati and kurniasih (2018) state that through critical reading, the students can gather much information and evidence or data related to the topic given by the instructor. despite the fact that reading is generally seen as the easiest of the four language skills, research indicates that reading difficulties are indeed addressed in eap/efl situations (chatsungnoen, 2015). according to the author, engineering students in thailand have expressed difficulty comprehending their field related publications, office paperwork, project or lab reports, and manuals pertaining to engineering. brooks (2015) further notes that the absence of a systematic examination of the nature of academic reading practices research is extremely problematic in higher education because knowing the source of students' reading difficulties is necessary for developing an appropriate instructional response. academic writing skills learners require academic writing skills to pursue a successful study career (kao & reynolds, 2017). according to yelay (2017), the ability to write academic papers is commonly recognized as a hallmark of graduates from higher education; university students must be able to write clearly on academic and research-related issues. student academic writing, according to coffin et al. (2005), is at the heart of learning and instruction in higher education. learners are evaluated mostly on the basis of their written work and must master both general academic standards and disciplinary writing requirements to thrive in higher education. additionally, studies reveal that in eap, considerable percentages of participants reported having writing needs for notes, essays, memos, e-mails, formal letters, and reporting and interpreting tables (e.g., coffin et al., 2005; yelay, 2017). furthermore, the areas in which participants felt a need for improvement were developing arguments, joining sentences and paragraphs, writing welldeveloped paragraphs, writing introductory and body paragraphs, and arranging ideas (yelay, 2017). however, yelay (2017) also stated that students studying english as a second (l2) or foreign language (fl) sometimes struggle to create academic papers of sufficient quality to satisfy university requirements. academic language issues are not the only difficulties; students also lack familiarity with the silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 102 academic writing conventions in english (ibid). moreover, reports on students' academic writing point out that the writing performance of adolescents is of great concern (e.g., aisyah & wicaksono, 2018) in higher education. as a result, academic writing is perhaps the most problematic area in tertiary education. this is because writing activities range from writing short responses in examinations to producing essays, reports, dissertations, theses, and journal articles. moreover, this area of eap is especially significant for first-year students as they come from different backgrounds in many respects. as a result, academic writing is consistently regarded as the most challenging of the four academic language skills, as it requires complex mental processes such as analysis, synthesis, and evaluation. as a result, writing is frequently overlooked in favor of academic reading, speaking, and listening by both learners and eap instructors, considering it as time-taking when writing and marking it (kao & reynolds, 2017). academic vocabulary vocabulary is likely the most visible component of language item. in a variety of settings, shortage of word knowledge is considered as an impediment to student academic achievement (nagy et al., 2012). for example, alemu (1994) indicated that adequate vocabulary knowledge is indispensable to achieving communicative objectives in foreign language learning. yopp et al. (2009) further confirmed that knowledge of vocabulary is a good indicator of academic achievement for several years. this may imply that vocabulary is a feature that demands further attention from course designers and curriculum architects, as it provides the foundation for all other skills. we consider both general academic terms (i.e., terminologies that are used across disciplines and that are more frequently used in academic language than in non-academic) and discipline-specific academic terms (e.g., terminologies that are typically unique to individual academic discipline). however, academic vocabulary acquisition is frequently a considerable challenge for efl learners in general, and university students in particular. hyland (1997), evans and green (2007), and ying ho ha and hyland (2017) conducted extensive research and found that one of the most significant obstacles undergraduate learners in hong kong faced is the acquisition of professional vocabulary. thus, academic vocabulary is crucial for eap students since it enables them to develop subject competence. nonetheless, eap teachers typically face shortage of specialized knowledge essential to develop effective instructional materials for technical terminology and therefore feel uneasy in this area (ying ho ha & hyland, 2017)). on the other hand, comprehending technical vocabulary serves as a precursor to subject area of teaching and learning (chung & nation, 2004). academic grammar according to chatsungnoen (2015) and ouafa (2019), learners who do not learn grammar lessons appear to be incapable of expanding their language proficiency. thus, grammatical knowledge is a fundamental aspect of english, particularly in universities where scientific communications prevail. yurekli (2012) also underlined the inherent integration of grammar and academic vocabulary into all skills. notably, some grammar elements are commonly seen in scientific celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 103 discourses, and such rhetorical elements emerge on multiple levels in published papers (for example, in science or technology). haregewain (2008) examined the impact of communicative grammar on academic writing accuracy among ethiopian students and found that students generated more efficient and correct writing when communicative grammar activities were used to improve writing skills. similarly, ouafa (2019) carried out a study on 'first year master students of computer science department in algeria'. he discovered that the in-house materials are likely to have a variety of structures with varying difficulty, as well as references to the past, present, or future tenses, and active and passive voices; he also concluded that to write effectively in academic settings, university students should be taught grammar structures such as present tense, past tense, and perfect tenses. method the study employed a mixed-methods approach in order to elicit key insights and considerations on the difficulties learners encounter while studying at university or college. in addition, the researchers used a combination of quantitative and qualitative procedures. a mixed-method strategy is a design that integrates quantitative and qualitative approaches to extract comprehensive evidence and a thorough understanding of the research topics (aisyah & wicaksono, 2018; creswell, 2003). participants and sample size the study was carried out at wachemo university, located in southern nations, ethiopia, about 230 kms from the capital addis ababa. a total of 421 participants were involved in the research (72 samples participated in pilot study and 349 samples participated in main study). the subjects were first-year students in the college of social sciences and humanities who studied communicative english skills course during the first and second semesters of the academic year. the instructors were full-time ea teachers and major subject areas teachers from the same college in the university under study. the sample size is critical for any inquiry in which the objective is to deduce information about the population from a sample. the sample size determination procedure is a method for determining the number of observations to include in the sample. thus, in the current study, 324 student participants were systematically sampled from among 1106 of the total population. when this study was undertaken, the sample comprised nearly 30% of the student population enrolled in the academic year of 2021 in the social sciences and humanities college. on the other hand, the study recruited a sample of forty-one teachers from same college (cssh) using a complete enumeration technique. that means the teachers were included by the census technique, which allowed for the inclusion of all sample participants due to their small number for the questionnaire data. data collection instruments considering the complexity of needs assessment, hutchinson and waters (1987) suggest multidimensional techniques for needs analysis. basturkmen (2010) and west (1994) also indicate that an essential step in na is selecting an silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 104 information-gathering instrument to determine the quality of the information to be gathered. various investigators have also recommended some common techniques for needs analysis, although each technique has pros and cons. from the comparison of those techniques, it is indicated that questionnaires, interviews, and observations are the three most common ones. however, astika (2015) emphasized the importance of questionnaires and interviews as two frequently used techniques for needs assessments. therefore, structured questionnaires and semi-structured interviews were used to collect data from student and teacher samples. questionnaire questionnaires are commonly used in needs analysis. questionnaires can be used with large numbers of study participants to obtain information that is easy to organize and analyze (cohen et al., 2000 & 2007). the questionnaires had the items on academic english language skills and sub-skills difficulties that students encounter in their course in the university. two types of questionnaires (i.e., one for freshman students and one for eap and core course instructors) were prepared and used as data gathering instruments. the questionnaire had a similar format and purpose. the purpose of the questionnaire was to collect data on the learners’ learning and target needs for eap. the questionnaire were prepared based on previous empirical studies (alfehaid, 2011; alkutbi, 2018; chatsungnoen, 2015; jordan, 1998; qotbah, 1990; richards, 2001). the questionnaire had also been pilottested. in this study, the questionnaire served as the primary data gathering technique for getting information. the information from the survey questionnaire would help the researchers determine students' language needs and the difficulties they face when learning academic english language skills, in particular, situation (e.g., learning situation). the questionnaire was divided into language skills and components to examine the students' academic language difficulties when studying their major courses. interview interview allows for optional follow-up questions that may vary from participant to participant. according to grinnell and unrau (2005), interview has the advantage of getting data in a natural setting to increase adaptability and enhance the ability to regulate the setting in which the interview takes place. when combined with the questionnaire, the interview provides a compelling argument for their utilization as contrasted to the survey questionnaire. interview also increases potentials to explore and obtain additional information from the participants, which is beneficial. thus, in conjunction with the questionnaire, semi-structured interviews were used in this research to elicit additional data to complement the questionnaire. the researchers conducted semi-structured interviews to better understand the problematic areas of academic english language skills in the eap program. therefore, semi-structured interview questions were developed and provided to both student and teacher participants during the research process. finally, the data from the interviews were qualitatively analyzed based on miles et al. (2014) by using the representative quotes in the results and discussion section. due to the celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 105 multilingual background of the student participants, english was used during the interview process. reliability test according to dörnyei (2007), data collection tools should score not less than 0.60 to be considered reliable. table 1 shows the instruments for the reliability test. table 1. reliability test instrument cronbach's alpha number of items reliability students’ questionnaire 0.87 92 instructors’ questionnaire 0.83 92 source: survey data (2021) as indicated in table 1, the analysis revealed that the two instruments were reliable or internally consistent to measure the underlying construct. data collection procedures there were 20 sections consisting of between 54 and 58 students in each section. the number of samples systematically selected in each section was between 18 and 19 students. the surveys were then distributed to the student participants, who were responsible for filling in the information. as far as data collection procedures of teacher respondents are concerned, informal and formal discussions were made during february 2021 academic year with department heads and instructors at their respective offices. the researchers negotiated with the sample teachers to participate in the research. in general, the respondents expressed their interest to participate in the study. the questionnaires were then distributed to all teachers, as census sampling had been used in the process. however, only 41 of the respondents completed the surveys and returned them to the researchers, either in person or through their department heads (a response rate of 64 %). and, the remaining 23 respondents did not return the survey questionnaire, which yielded a non-response rate of 36%. in general, from 421 total samples, 72 (53 freshman students and 19 instructors) participated in pilot study, whereas 349 samples (i.e., 308 freshman students and 41 eap and subject/course instructors) took part in the main study. regarding the interview data, the questions were designed in conjunction with the questionnaire data (l. richards, 2009) to ensure reliability and validity. accordingly, before the interview, the researchers made talks with the study participants. consequently, the interviewees agreed on the consent about their voices to be captured using a phone recorder device. the interview protocols were extensively discussed with the participants. for example, flexi-schedules were implemented to leave space for the interview participants to talk freely on the phone, as there was no eye contact or gestures to give indications. finally, the communications were held smoothly and carefully with the individuals. data analysis techniques silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 106 because the initial data processing stage comprises converting subjective data to numerical values via 'coding techniques,' data from the questionnaire were coded into spss 20.0 (dornyei, 2007). as a consequence, statistical techniques such as percentages, mean, standard deviation, and sample size (n) were used to quantify academic english challenges faced by the efl learners. concerning the spacing between the five points of the likert scale, nyutu et al. (2021) reveal that the five positions may or may not have an equal interval. thus, while the space between "not difficult at all/not problematic at all" and "slightly difficult/somewhat problematic" is equal, the interval between "difficult/problematic" and "neutral/no idea" is not equal (see table 2) table 2. qualitative interpretation of 5-point likert scale measurements scale likert-scale description likert scale interval 1 not difficult at all/not problematic 1.00-1.80 2 slightly difficult /somewhat problematic 1.81-2.60 3 difficult/problematic 2.613.40 4 very difficult/very problematic 3.414.20 5 extremely difficult/extremely problematic 4.21-5.00 source: nyutu et al. (2021) descriptive statistics were calculated for the aggregate data for the primary analysis (frequencies, percentage, means, and standard deviation). therefore, the aggregate mean values were interpreted as follows: the mean values of 3.41 and above show as 'for' (i.e., agree with the items), and the mean values below 2.61, show 'against' (i.e., disagree with the items). finally, 2.613.40 shows no idea or is labelled as neutral. the coded data were interpreted by employing descriptive statistics to verify and summarize the individual responses to each questionnaire item. however, only measures of central tendency were employed in the results and discussions section. according to dornyei (2007), the most consistently reported basic statistics are the mean (m), the standard deviation (st. d), and the sample size (n). the mean values represent information about the participants' scores. the standard deviation (st. d.) is an index of the average disparity among the scores to indicate the average distance of the scores from the mean. furthermore, the participants' numbers (n) represent the total sample of the respondents who participate in the study. next, qualitative analysis was used to examine the interview data. to do this, the interview data were analyzed in three stages: preparation, analysis, and summary (alfehaid, 2011). then, the audio-recorded interviews were verbatim transcribed and transformed into shapes for ease of navigation. unfinished sentences, phrases, expressions, and pauses were transcribed during the transcribing process. following that, the interview data were evaluated to examine students' eap needs and difficulties they encountered to corroborate the questionnaire results. finally, representative quotes for the findings and discussion sections were chosen. findings celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 107 this subsection summarizes the findings and discussions that were conducted to address the research topic: “what academic language skills and subskills difficulties do university students face while learning their academic courses?” the following section indicates the students' academic english language difficulties as rated by the respondents. thus, the respondents were asked to rate the items from the extremely problematic (4) to not problematic (1) areas on a five-point likert scale, and it is presented in table 3. table 3. academic language skills and components perceived as problematic areas instructors students items mean sd n mean sd n academic listening skills 3.32 1.31 41 2.84 1.39 308 academic speaking skills 3.68 1.33 41 3.07 1.33 308 academic reading skills 2.85 1.40 41 2.64 1.42 308 academic writing skills 3.29 1.49 41 2.70 1.38 308 academic grammar 3.61 1.41 41 3.08 1.27 308 academic vocabulary 3.51 1.21 41 3.08 1.23 308 pronunciation 3.71 1.31 41 3.12 1.27 308 overall mean 3.42 1.35 41 2.93 1.33 308 source: survey data (2021) in this study, to obtain data on how difficult the major academic english skills were, the respondents were given lists of eap components to rank order from 'extremely problematic' (5) to 'not problematic' (1). as can be noticed from table 4.1, the instructor and student respondents rated all of the items (academic language skills) as 'problematic'. however, the degree of difficulty varies from skill to skill. for instance, the respondents rated pronunciation as the most problematic area, with an overall mean score of (n= 41, m= 3.71 and n= 308, m= 3.12). on the other hand, the findings revealed that both groups of respondents perceived speaking skills (n= 41, m= 3.68 and n= 308, m= 3.07) as a problematic area. additionally, students' lack of confidence to speak english, their limited english background, and insufficient time allocation to speaking skills in class were identified as problems in the open-ended questions; getting little or no opportunity to communicate in english in real-life contexts and the inappropriateness of textbooks (modules) to students' speaking needs are also the most common problems. grammar and vocabulary were rated the third most difficult language aspects next to pronunciation and speaking skills. poor listening comprehension and poor writing skills were also considered as problematic areas for learners' academic studies. the open-ended questions result also showed that listening is problematic for the learners because of their inability to concentrate on the central idea of the lecture, their unfamiliarity with listening skills in lower grades, and lack of vocabulary and pronunciation problems. in addition, the unconducive environment for teaching listening skills was also indicated as problematic. in general, instructors' opinions of learners' english learning difficulties surpassed students' perceptions with overall means score of (n= 41, m= 3.42, and n= 398, m= 2.93) respectively. the stronger the mean score for 'pronunciation' (m=3.42) rated by the teachers, the weaker the mean score for 'reading skill' (m= 2.64) ranked by the student respondents. in addition, respondents were required to silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 108 indicate their perceptions about each language's sub-skill difficulty levels. as a result, descriptive statistics on participant responses from both groups (instructors and students) are provided in the tables below to illustrate the problematic areas of each sub-skill. the findings are presented as mean values to illustrate the students' academic english language proficiency. the difficulty levels were 'extremely difficult' (4.20-5.00),'very difficult' (3.41-4.20), 'difficult' (2.613.40),'slightly difficult' (1.81-2.60), and 'not difficult at all (1.00 -1.80). table 4. perceptions about the difficulty level of academic listening and speaking sub-components instructors students items mean sd n mean sd n listening to instructions 2.90 1.34 41 2.57 1.38 308 listening to presentation during lectures 3.32 1.37 41 2.67 1.38 308 listening to youtube and other english media 3.15 1.37 41 2.83 1.30 308 overall average 3.12 1.36 41 2.69 1.36 308 talking to audiences 3.37 1.45 41 2.88 1.23 308 asking and answering questions during discussion 3.10 1.43 41 2.61 1.27 308 introducing oneself and others in a variety of contexts 3.15 1.49 41 2.56 1.32 308 giving presentations 3.49 1.43 41 2.73 1.31 308 stating opinions or ideas during discussions 3.37 1.41 41 2.77 1.29 308 speaking to foreigners 3.73 1.38 41 3.09 1.29 308 pronunciation 3.71 1.52 41 2.88 1.32 308 overall average 3.42 1.44 41 2.79 1.29 308 source: survey data (2021) as revealed in table 4, the participants expressed their perceptions of the sub-components difficulties students face when studying their courses. even though the respondents have shown different estimates for the statements in each subskill/component, both respondents perceived that these sub-components are difficult areas for the student's learning. it means that student participants rated the sub-skills as 'difficult' with an overall mean score (m= 2.69 for listening sub-skills and m= 2.79 for speaking sub-skills), while the instructor respondents rated the subskills as 'difficult' (m= 3.12 for listening sub-skills and 'very difficult' (m= 3.42) for speaking sub-skills. the instructors' responses had a higher overall mean value than the students' responses to indicate the difficulty level of the sub-skills components. none of the respondents rated the sub-skills as 'not difficult at all,' except for a few respondents who rated the sub-skills as 'slightly difficult'. according to the authors, the listening problem may refer to the difficulty of understanding the spoken language, and the language problems may imply difficulties of vocabulary, grammar, pronunciation, etc. therefore, data obtained from both groups of respondents in the present research imply that the subskills/components are difficult for students' academic study and require further improvement. in general, higher mean value (n= 41, m= 3.12 & n=308, m= 2.69 for academic listening and n=41, m= 3.42 & n=308, m= 2.79 for academic speaking subceltic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 109 skills/components) means the respondents reported that learners face challenges in learning their academic courses due to inadequate academic language capability. these academic language sub-skills/components (table 4) were identified as problematic by both groups of participants. table 5. perceptions about the difficulty level of academic reading and writing subskills/components instructors students items mean sd n mean sd n reading laboratory reports 3.17 1.43 41 2.68 1.37 308 reading exercise/test questions 2.63 1.36 41 2.50 1.47 308 reading textbooks 2.49 1.36 41 2.36 1.52 308 reading academic journal articles/papers 3.07 1.46 41 2.44 1.40 308 reading manuals and instructions 2.76 1.22 41 2.41 1.38 308 searching the internet english resources 2.46 1.14 41 2.40 1.38 308 reading handouts 2.51 1.17 41 2.33 1.36 308 reading signs, rules, and notices in a laboratory 2.80 1.35 41 2.52 1.36 308 overall mean average 2.74 1.31 41 2.46 1.41 308 writing research papers or articles 3.15 1.37 41 2.69 1.32 308 writing research papers or articles 3.17 1.32 41 2.81 1.35 308 writing examination answers 3.07 1.39 41 2.53 1.41 308 writing notes from spoken or reading sources 2.95 1.45 41 2.65 1.36 308 describing diagrams, tables and graphs through writing 3.27 1.34 41 2.65 1.25 308 writing summary 3.20 1.47 41 2.80 1.30 308 overall mean average 3.24 41 41 2.69 1.38 308 source: survey data (2021) in table 5, the data are presented in relation to the perceptions of participants about a variety of academic reading and writing sub-skills. a scale ranging from 5 ('very difficult') to 1 ('not difficult at all') was used to assess the level of difficulty that the participants perceived with various portions of academic reading. despite the fact that mean values are distributed across a very limited range, it is clear that respondents consider the information processing at the micro/sub level to be comparably challenging as the information processing at the macro/major skills level. as a result, the participants’ responses to these skills/components are summarized in table 5 in the form of mean values (in descending order difficulty level). consequently, according to the mean values as regards to instructor respondents, 'reading laboratory reports' (m= 3.17), 'reading academic journal articles/ papers' (m= 3.07), 'reading signs, rules, and notices in a lab.' (m= 2.80), 'reading manuals and instructions' (m= 2.76) and 'reading exercise/test questions' (m= 2.63) were ranked as 'difficult' tasks. on the other hand, 'reading textbooks (m= 2.49), 'reading handouts' (m= 2.51) and 'searching internet english resources' (m= silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 110 2.46) were ranked 'slightly difficult' tasks. hence, as demonstrated in the table 4.2, the mean values showed the instructor respondents perceived that most (five out of eight) of the items were considered 'difficult' skills for students' academic study. regarding the student responses, the areas that the respondents perceived 'slightly difficult' were 'reading signs, rules, and notices in a laboratory' (m= 2.52), 'reading exam/test questions' (m= 2.50), 'reading academic journal articles/papers' (m= 2.44), 'reading manuals and instructions' (m= 2.41), 'searching internet for english resources' (m= 2.40), 'reading textbooks' (m= 2.36), and 'reading handouts' (m= 2.33). the only item rated as 'difficult' was 'reading laboratory reports,' which received (m= 2.68) mean score. it might be because the respondents thought that reading skills might be easy to acquire when compared with other academic language skills. there is also a consensus among the items that were indicated approximately still close to overall mean scores between (m= 2.74 and m= 2.6) for instructors and students, respectively. the mean values presented in table 5 showed participants' agreement on students' difficulties concerning the academic writing sub-skills. the overall mean scores for the academic writing components were m= 3.24 & m= 2.69 for instructors and student respondents, respectively. in connection with specific writing components, 'describing diagrams, tables and graphs through writing' had 3.27, 'writing summary had 3.20, writing research papers or articles' had 3.17, 'writing laboratory reports or assignments' had 3.15, 'writing exam answers' had 3.0 7, 'writing notes from spoken or reading sources' had 2.95 mean value as rated by the instructors while the mean values of, 'writing research papers or articles', 'writing summary', 'laboratory reports or assignments', 'writing notes from spoken or reading sources', 'describing diagrams, tables and graphs through writing', and 'writing exam answers', were rated 2.81, 2.80, 2.69, 2.65, 2.65, and 2.53 respectively by the student respondents. if we understand a mean of 2.60 or greater denotes a certain level of difficulty, participants generally agreed that students face major difficulties in academic writing sub-skills—with the exception of a sub-skillwriting exam answers (i.e., 2.53 mean value), where the mean value is less than 2.60 (i.e., slightly difficult). in table 6, the findings show that both groups of sample respondents indicated that the three vocabulary items as 'difficult,' with an overall mean score of (m= 3.26 for instructors & m= 2.93 for students). in particular, ‘vocabulary meaning guessing or contextual clues’ had (n= 41, m= 3.29), ‘the ways of learning new vocabularies’ had (n= 41, m= 3.22), and ‘technical terms/ teaching disciplinary/specific vocabulary’ had (n= 41, m= 3.29), exhibiting higher mean scores than student responses. the instructors perceived the items as 'difficult' for students' academic study; thus, these aspects of vocabulary may require due attention in needs analysis situations. however, the student respondents rated the items: 'the ways of learning new vocabularies' had a mean score of (n= 308, m= 2.95), 'vocabulary meaning guessing or contextual clues' had a mean score of (n= 308, m= 2.93), followed by 'technical terms/ teaching disciplinary/specific vocabulary' which had a mean score of (n= 308, m= 2.92). celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 111 table 6. perceptions about the difficulty level of academic vocabulary and grammar aspects instructors students items mean sd n mean sd n vocabulary meaning guessing or contextual clues 3.29 1.29 41 2.93 1.30 308 ways of learning new vocabularies (e.g., collocations) 3.22 1.28 41 2.95 1.23 308 technical terms or teaching disciplinary or specific vocabulary 3.29 1.37 41 2.92 1.25 308 overall average 3.26 1.31 41 2.93 1.26 308 using grammar in the context or situation 3.41 1.29 41 3.01 1.28 308 grammatical structure for general communications e.g., tenses, aspects modality, etc. 3.29 1.29 41 2.92 1.34 308 grammar structures common in scientific discourse include present participles, passives, and conditionals 3.32 1.39 41 3.08 1.37 308 overall average 3.34 1.32 41 3.00 1.29 308 source: survey data (2021) in the second section (table 6), the selected grammar items were given to assess respondents' perceptions of these items. according to the table, both teacher and student respondents rated those grammar issues as 'difficult' for academic study, with mean scores of m= 3.34 and m= 3.00, respectively, indicating high mean scores. moreover, 'grammar structures frequently used in scientific discourse, such as present participles, actives, passives, and conditionals' (3.01), 'grammar structures for communications, e.g., tenses, aspects modality' (3.29), and 'grammar structures frequently used in scientific texts, e.g., present participles, actives, passives, and conditionals' (3.41), accounted for higher mean scores from the sample instructors. on the other hand, the students rated the items as 'difficult' tasks, with smaller mean values than the sample instructors. for example, 'grammar structures frequently used in scientific discourse, e.g., present participles, passives, conditionals' had a mean score of 3.08 and 'using grammar in context' had a mean score of 3.01, followed by 'grammar structures frequently used in scientific texts, e.g., present participles, passives, conditionals' had a mean score of 2.92. the difference between teachers' and students' views of the statements may occur due to their awareness of the difficulty levels of grammar teaching and learning. the teachers believe that the difficulties encountered due to grammar items negatively affect the learners' communication competence. student participants in this study also explained the difficulties they face in the university due to academic language skills. participants stated that students encountered difficulties such as difficulty comprehending the lesson, an inability to communicate in english, and a restricted vocabulary. additionally, participants agreed that a lack of proper practice impeded students’ ability to improve their language skills. difficulties related to motivation, lack of active participation, shortage of time to practice the language/skill, and the way exams are prepared among the challenges stated. finally, the other participant also remarked silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 112 on his inadequate grammar, vocabulary, and pronunciation of academic language skills. he stated that …there are many problems. when i joined university... from high school…i faced difficulty to explain things..., here in the university also i faced difficulties when i learned communicative english such as vocabulary, grammar…pronunciation. most of the listening and reading topics are not interesting and challenging for students to understand; the method of explaining and clarifying the lessons is not… the participant said that he had difficulties in different academic language skills and components when studying his courses. only three hours a week are allocated to the communicative classes regarding the class time. it leaves little time for students to practice; so, they cannot get enough english input. the current study establishes a link between students reported academic english language challenges and their academic achievement. as a result, it would appear that their eap instruction should put an emphasis on oral abilities such as asking and responding questions, participating in debates, and delivering presentations. academic writing skills need to include essay tests, assignments, field or project reports, and other forms of formal academic writing, all of which are acknowledged to be difficult by many of them. grammar, vocabulary, and pronunciation are also critical components of academic studies at the university level. discussion in this section, the researchers elaborated the results to answer the research question. the findings, therefore, answered the research questions of the study. it includes the findings of table 3 through table 6. first and foremost, table 3 shows both groups of respondents thought that academic writing is a difficult activity due to learners' lack of grammatical standards and adequate vocabulary for academic writing. this is consistent with al-ta’ani (2018), who discovered that writing is the most difficult skill for efl learners to master due to considerable vocabulary limitations. similarly, lumbangaol and mazali (2020) also stated that someone who is unable to communicate orally would have difficulty to express their thoughts to others. furthermore, fatimah (2019), who conducted a qualitative study on students' research writing challenges, revealed that esl/efl students obviously require assistance from their instructors in completing research writing assignments; they need clear and explicit instructions on tasks to complete; and that individual guidance is crucial in lecture communication across the learning process. moreover, the data obtained from both groups of respondents confirmed that academic reading is one of the problematic areas for students learning, although it contained moderate mean scores compared with the other academic skills. the mean score of this was nearly average mean (i.e., n= 41, m= 2.85 & n=308, m= 2.64). this could indicate that respondents were enthusiastic about academic reading since reading is frequently seen as the least difficult of all the language skills (chatsungnoen, 2015). for example, from the local point of view, paulos's (2015) study indicated that a fourth of students looked at reading skills as important to some extent, but they gave less attention to it as they did not use what they knew celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 113 already before and after reading in the english classroom. his study also confirmed that very few students face difficulties using the reading task to develop their reading skills easily. on the other hand, a large number of university teachers are concerned with the question of why students are unable to read english texts relevant to their field of study. on the other hand, the results indicated in table 4 showed that academic listening sub-skills are less concerned for the participants than academic speaking sub-skills. when comparing academic listening sub-skills to academic speaking subskills, participants reported a certain level of comfort with the academic listening sub-skills assessed. in line with the findings of evans and green (2007), who discovered that hong kong students perceived themselves as relatively proficient in their capacity to understand lectures presented in english rather than in their ability to communicate in english. the findings also revealed that academic reading sub-skills are among the challenging tasks in learners’ course of study. however, the student respondents rated as 'slightly difficult' sub-skills. this finding accords with sharndama et al.'s (2014) opinion. they noted that listening skill difficulty in eap is a combination of listening and language problems. in the contrary, since instructors think that academic reading abilities are the most significant in the eap class, most of them ranked the academic reading sub-skills/components as challenging for students to learn, which is in harmony with chatsungnoen (2015) and solikhah (2015) findings. the findings also lend support to the findings reported by eroğlu (2005). according to the findings, most students have difficulty reading english texts for academic purposes, and they want to improve their comprehension and writing skills through eap classes. likewise, the findings of table 5 describe the respondents' perceptions of or experiences with academic writing sub-skills. thus, academic writing is the most likely crucial language skill at higher education since grades are mainly decided by students' performance on written works, tests, and examinations (elsaid mohammed & nur, 2018). furthermore, a recent study revealed writing is the primary cause of difficulties for hong kong undergraduates (bhatia, 2002; mohammed & nur, 2018). consequently, the current research emphasizes the importance of academic writing skills and the difficulties learners' face with it in the university. according to table 6, the findings of data obtained from both groups of participants implied that students had difficulties in vocabulary, especially in learning the meanings and collocations. the instructors also confirmed that these difficulties could affect students' performance, particularly in their specific disciplines. according to evans and green (2007), vocabulary is not the only language resource that perceive problematic; grammatical resources are also deemed insufficient to meet the demands imposed on students when completing academic assignments at the university. also as reported by respondents, efl learners face difficulty with grammar, and these difficulties are also evident in many eap classes. for instance, chatsungnoen (2015) discovered that thai university students struggled with grammar, specifically relative clauses. evans and green (2007) also explored the linguistic difficulties of cantonese-speaking students at a university in hong kong, silesi chemir, tamene kitila english for academic purposes learners' needs analysis: language difficulties encountered by university students in ethiopia 114 china, that is predominantly english-medium. the results indicated a sizable proportion of students struggled to study their courses in english; this was mostly due to insufficient receptive and productive abilities, as well as a lack of vocabulary knowledge (ibid). additionally, this study corroborates atai and shoja (2011) who discovered that both eap teachers and iranian undergraduate students indicated learners' difficulties with reading comprehension, general vocabulary, technical terms, and grammar. as the findings indicated, even though most ethiopian students have been learning english for about 12 or so years, academic language skills remain big challenges for them to meet their academic requirements (anh, 2019). conclusion the data suggest that many students would benefit from english for academic purposes (eap) teaching following their admission to their studies program. language difficulties can have particularly detrimental effect on learners' confidence, which in turn affects their attitudes and academic success. on the other hand, literature has also suggested that academic english proficiency requires learners to rely on different opportunities, understandings, and individual value judgments. thus, in the context of language learning, learners' needs can be studied from two distinct perspectives: target and learning needs. the learning needs is linked with learners' difficulties. for instance, one study asserts that present or learning needs are derived from affective and cognitive factors such as personal confidence and attitudes, expectations, and learning strategies. on the other hand, literature suggests that all accurate information about the learners, such as language difficulties, language proficiency, and use of language in real life situation, is used to collect data about target/objective needs. in contrast, all cognitive information about the learner, such as expectations, confidence, and attitude, are used to collect data on present/learning needs of the learners. accordingly, the findings suggest that the social sciences and humanities students face much more academic language difficulties in their academic studies. as revealed in the discussion section, the participants generally perceived that it is difficult for students to communicate their ideas properly, precisely, and smoothly either through written or spoken language. in addition, data from the questionnaire survey and interview revealed academic grammar, vocabulary, and pronunciation are the main concern for students' academic study in university. the finding was in line with a previous research study which indicated that most esl/efl learners experienced significant difficulties in their university education due to academic language limitations. the findings also indicate that students' problems with academic reading registered comparatively low mean. furthermore, the participants' perceptions on vocabulary, grammar, and academic writing difficulties are consistent with the perceptions of tertiary students and teachers in previous studies. moreover, the current communicative english course syllabus in ethiopia partially achieves the goals and objectives set forth in the course description. hence, a thorough needs analysis study should be carried out to improve eap quality in elt programs in ethiopian higher education institutions. finally, the way university celtic: a journal of culture, english language teaching, literature, and linguistics vol. 9, no. 1, june 2022 http://ejournal.umm.ac.id/index.php/celtic/index 115 students try to overcome language difficulties is beyond the focus of this study but should be an area of further investigation. references aisyah, a., & wicaksono, b. h. 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(2015). a needs analysis approach: an investigation of needs in an eap context. theory and practice in language studies, 5(1), 58–65. http://dx.doi.org/10.17507/tpls.0501.07 1 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 teaching english with story telling method in early childhood education teachers arsyi rizqia amalia muhammadiyah university of sukabumi e-mail:arsyirizqiaamalia@ummi.ac.id abstract the importance of english has an impact on the needs of future generations to learn english from an early age especially in early childhood education and vocabulary is an important component that can support the mastery of all four language skills. facing the difficulty of learning vocabulary, a method that is appropriate for the age of child development is needed. one of methods that could be used is story telling. the research method used in this research is qualitative descriptive. the sample in this study was six early childhood education teachers in sukabumi. data collecting techniques were presentations and questionnaires. the presentations were held twice, in front of peers of early childhood education teachers and in front of students of early childhood education. after presentation, the questionnaires were conducted related to the implementation of the story telling method to the teacher. based on the data collected, teaching english with story telling method give a good response with indicators shows that the content of the story, the properties used, the variety of vocabulary taught, moral values based on the stories and the ability of delivering the english vocabulary were good and suitable with the age of early childhood education. keywords: storytelling, early childhood education introduction language is the key of life, with language people can interact each other. there are many definitions of language which is stated by some experts, but basically most of them agree that language is a means of communication between members of society in the form of symbols that have their own peculiarities. learning language is an important thing in order to be able to survive in a social environment. in indonesia, we can find a diversity of languages that will not be found in other countries, such as regional languages, national languages and foreign languages. ellis, gass, and slinker in djonhar (2012) state that in indonesia, bahasa indonesia is placed as second language, because the first language is regional or also called local language, while the position of other languages such as english is a foreign language in indonesia. the term foreign language refers to a non-native language which is learned and used by non-native speakers in the environment of non-native language. mailto:arsyirizqiaamalia@ummi.ac.id 2 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 english as a foreign language has an important position in indonesia. as the number one international language in the world, everyone is required to be able to master english. english is also used in almost all sectors of life, for example in industrial, economic, or education sectors. the focus in this study is english in the education sector. in formal education, english is introduced and taught from elementary school to university level. the importance of english has an impact on the needs of future generations to learn english from a very early age, it is not uncommon for many parents today who are accustomed to using english since their children are. under five years old is also called the golden age because at that age children are considered able to absorb what they receive quickly. this is related to the theory presented by blackledge and creese (2010) that "children can learn more than one language. indeed, for children in the world, being bilingual or multilingual is everyday reality”. it is important for early childhood teachers to be able to maximize these golden times by providing the best intake in order to have a good impact. there are four language skills that must be mastered, such as speaking, writing, listening and reading. the teaching of english in early childhood does not cover the four domains specifically yet, but rather to master the basic language first, it is vocabulary mastery. vocabulary is an important component that can support the mastery of all four language skills. vocabulary is suitable for learning by children because there are no rules or formulas that need to be learned like when we face grammar. introducing vocabulary for children entering the golden age can help their interest in learning english in the future. kamil and heibert (2005) stated that "vocabulary can be generically defined as knowledge of words or word meaning. they stated that vocabulary learning is the basis of language and without vocabulary, anyone cannot learn any language. according to harmer (2007), "in vocabulary learning, learners will be constantly tested to find out their level of improvement in vocabulary knowledge". based on the statements, it can be concluded that if the learners do not have sufficient vocabulary knowledge, they will have difficulties in learning a language. the importance of learning vocabulary is conveyed by martin-chang & gould (2008) which stated that one of the most important factors that affect language learning is vocabulary and it is agreed that vocabulary helps language learning improvement. the author agrees with the statement because a person's language skills will depend heavily on his vocabulary mastery. emphasizing the importance of vocabulary, thornbury (2002: 13), said "without grammar very little can be conveyed, without vocabulary nothing can be conveyed." it was true what thornbury said that even though our grammar skills were good, it would be useless if we don't master vocabulary. the same thing was also expressed by stahl and nagy (2005) who said: "a person who knows more words can speak, and even think, more precisely about the world." they revealed on the basis of comparisons between people who understood vocabulary with those who do not understand vocabulary. the introduction of foreign language vocabulary will greatly influences the mastery of one's language, zhang and anual (2008) studied the correlation of vocabulary knowledge in foreign language and the result showed that there is a significant strong relationship between foreign language learning and vocabulary knowledge. although the vocabulary is closely related to the ability to speak 3 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 english and it is known as the basic of a language, learning vocabulary is not easy. stahl and nagy (2006) stated that "vocabulary learning is a difficult process, because students need to be motivated in vocabulary learning, engage in vocabulary instruction, meet vocabulary learning standards to pursue the required accomplishment”. the difficulty of studying vocabulary has to become a challenge for language learners since when they could face it, they will master the language. the fact shows that the difficulty of studying vocabulary occurs not only in young learners but also those who have long studied english. facing the difficulty of learning vocabulary, a method that is appropriate for the age of learner’s development is really needed. in teaching young learners, the uses of method and media have a great role in engaging students’ interest so they can learn anything easily. there are so many teaching methods that can be use in teaching vocabulary for young learners, and one of methods that could be used is story telling. method research methodology is a science of studying how research is to be carrying out. essentially, the procedures by which researcher goes about their work of describing, explaining and predicting phenomena are called research methodology. the research methodology used in this research is qualitative descriptive. the sample in this study was six early childhood education teachers whom are selected by purposive sampling. purposive sample is a non-probability sample that is selected based on characteristics of a population and the objective of the study. purposive sampling is also known as judgmental, selective, or subjective sampling. the sample of this research is selected based on some characteristics such as they are teacher in early childhood education located in sukabumi and they have same educational background. in this research, the teachers selected were graduated from high school and they are under graduated students in early childhood education department. this six early childhood education teachers come from six different schools in sukabumi, and here is the data: table 1. teacher identity initial name school length of teaching na ra daarul falaah 1 year ya ra attaufiqurrahman 8 years ll tk harapan 3 years ad paud al-baaqii 1 year sa tk islam marjanul qolbi 2 years an tk it al-alawi 10 months 4 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 data collecting techniques in this research were from presentations and questionnaires. the procedure of this research starts from researcher give materials about the characteristic of storytelling, for example how to make a story that suitable for early childhood education, how to presenting the story, how to use the properties effectively, etc. after giving the materials, teachers start to make their own story which contained vocabularies for children, the story is written in english and bahasa indonesia. in this process, the researcher guide the teachers and check the english used in the story. in the next meeting, teachers are allowed to make their own properties for presenting the story. after those steps are done, teachers have to prepare their selves for presentation. the presentations were held twice, first presentation is done in front of peers of early childhood education teachers and it is scored by researcher as an english lecturer. the second presentation is in front of the students of early childhood education and it is scored by teacher’s colleague in the school. both researcher and teacher who scoring the presenter teacher have the same scoring rubric, it is related to some points such as: the suitability of the story content with early childhood age, the creativity of properties/media used, teachers ability to use the media effectively and efficiently, teachers ability in teaching english vocabulary based on the story, the variety of vocabulary taught, engaging students to be active in learning, submitting moral values based on the stories presented, teacher’s english language skills (vocabulary and pronunciation), teacher’s confidence, suitability of how to deliver to the early childhood age, and the benefits of the activities for early childhood education students. the instrument used for scoring the implementation of the story telling method in teaching english vocabulary was a questionnaire. findings and discussion in this research there are some activities, at the beginning, researcher give materials about the characteristic of storytelling, for example how to make a story that suitable for early childhood education, how to presenting the story, and how to use the properties effectively. this activity was done well since class discussion between the teachers and researcher done actively. some teacher asked about how to make properties that easy to make and cheap and how to face the nervous in teaching english (afraid to make mistakes). those questions stated relate to the teacher anxiety in teaching english to the students, even though they already know the students ability but they still afraid to make mistakes especially in pronouncing the vocabulary. after the materials delivered, researcher asked teachers to start making their own story which contained english vocabularies for children. at the beginning, researcher asked to teacher to make story in english, but the teachers were not confidence and it took so many times without any progress until they asked if they were allowed to use bahasa indonesia. right after, the researcher allowed teachers to make a story in bahasa indonesia first, and it supposed to be translated to english. finally the progress in seen, teachers could make a story well and they 5 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 started to translate it to english with dictionary. in this process, the researcher guide the teachers and check the english used in the story. in the next meeting, teachers are allowed to make their own properties for presenting the story. there are some characteristic of the properties that could be made, first the basic materials suppose to be easy to find in our environment, it has to be safety for children and teacher should used their creativity to make properties by their selves without any help. after those steps are done, teachers have to prepare their selves for presentation. after the properties were made, teachers will deliver their story in two opportunities, first presentation is done in front of peers of early childhood education teachers and it is scored by researcher as an english lecturer. in this opportunity, teachers had to delivery their story one by one and other teachers act as students in the class so they are allowed to ask anything to the presenter. teachers could used two languages, that is english and bahasa indonesia but all vocabulary which are taught will be presented in english. for example: one day, mr. rabbit (ada yang tahu apa itu rabbit? rabbit is kelinci) went to his garden (siapa yang tahu garden itu apa? garden is kebun) to pick some carrots (siapa yang tahu bahasa indonesianya carrot apa? carrot is wortel) what the colour of carrot? (carrot warnanya apa? apa bahasa inggrisnya oren/jingga? that is orange) that are ready to be harvested. so, in presenting the story there will be many vocabulary presented started from each figure (human, animal, etc), setting (place: garden, village, river, etc), or characteristics (colours, size, shape, etc). after all of teachers done with their story telling, other teachers are allowed to give any comment or advice to other teacher performances to make their story telling better. the second presentation was done in front of the students of early childhood education and it was scored by teacher’s colleague in the school. in this opportunity, every teacher presenting the story in the school where they are teaching, in front of their own students whom they meet every day in their teaching activity. teachers still could used two languages, that is english and bahasa indonesia but all vocabulary which are taught will be presented in english. based on interview with teachers, first presentation is more difficult than the second one, the reason is because they have to face other teachers who may be more experiences or smarter than them. both presentations is scored by the same scoring rubric. this scoring rubric used to identify the activities of teaching english with storytelling method in early childhood education teachers and its influence both for the story made, for teachers and also for students. based on the data collected, teaching english with story telling method give a good response with indicators below: 6 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 table 2. teaching english with story telling score no criterion score category 1 the suitability of the story content with early childhood age 4,67 very good 2 the creativity of properties/media used 4,33 good 3 teachers ability in using the media effectively and efficiently 4,00 good 4 teachers ability in teaching english vocabulary based on the story 4,33 good 5 the variety of vocabulary taught 3,80 good 6 engaging students to be active in learning 4,67 very good 7 submitting moral values based on the stories presented 4,33 good 8 teacher’s english language skills (vocabulary and pronunciation) 4,17 good 9 teacher’s confidence 4,5 good 10 suitability of how to deliver english materials to the early childhood age 4,5 good 11 benefits of the activities for early childhood education students 4,67 very good the suitability of the story content with early childhood age gains a very good category with indicator that teachers make a story with anything real in children environment, keep the simplicity and use vocabulary that is suitable for children. the creativity of properties/media used gain a good score since teachers make their own properties to use in story telling activity so they are able to use the properties/media effectively and efficiently. teachers ability in teaching english vocabulary based on the story gain good category and it is relevant with the variety of vocabulary taught which are vary and it is delivered well with interesting activities. teacher could engage their students to be active in learning well since the students are enthusiasm and feel interest with the story, so while the story is presented every students gave their eyes on the teacher who presented the story. moral value is a good point that should be submitted in a story, and teacher could submit moral values based on the stories presented well. over all, teacher’s english language skills (vocabulary and pronunciation), teacher confidence and suitability of how to deliver english materials to the early childhood age gain good categories which are mean that teacher could using the story in teaching english activities well. story telling has huge benefits for early childhood education students because they can learn something while doing something interesting in the same time. 7 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 conclusions and suggestions teaching english for a very young learner has a big challenge especially for the teachers; every learning material that we give should follow the characteristic of the students. students under seven years old like anything that is not too serious and it has to be fun. students like to engage to such activities that is suitable for their age so they could absorb anything quickly especially in learning activity. based on this research, storytelling gave so many advantages in teaching english to early childhood education students, this activity is suitable for very young learners and it could be done by teachers in their teaching activities. for the next researcher, the further research related to teaching english for early childhood education is needed especially to improve teacher’s english ability since most of early childhood education teachers are not graduated from english department. references blackledge a.creese a. (2010). multilingualism: a critical perspective . london: continuum. harmer, j. (2007). how to teach english. essex, england: pearson education limited. kamil, m., & hiebert, e. (2005). teaching and learning vocabulary: perspectives and persistent issues. in e. h. hiebert and m. l. kamil (eds.), teaching and learning vocabulary: bringing research to practice (pp. 1–23). mahwah, nj: lawrence erlbaum. retrieved august 18, 2009, from psycinfo database martin chang, s. y., & gould, o. n. (2008). revisiting print exposure: exploring differential links to vocabulary, comprehension and reading rate. journal of research in reading, 31, 273–284. stahl, s. a., & nagy, w. (2005). teaching word meaning. new jersey: lawrence erlbaum associates. stahl, s. a., & nagy, w. (2006). teaching word meanings. new jersey: lawrence erlbaum associates. thornbury, scott. 2002. how to teach vocabulary. pearson education limited. zhang, l. j., & anual, s. b. (2008). the role of vocabulary in reading comprehension: the case of secondary school students learning english in singapore. relc journal, 39(1), 51-76. https://www.english.bimba-aiueo.com/kenapa-perlu-belajarvocabulary-dahulu/ https://www.researchgate.net/ https://www.thoughtco.com/purposive-sampling-3026727/ https://www.english.bimba-aiueo.com/kenapa-perlu-belajarvocabulary-dahulu/ https://www.researchgate.net/ https://www.thoughtco.com/purposive-sampling-3026727/ 18 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 critical reading skill and its implication to speaking ability in multicultural classroom diah retno widowati 1 ; kurniasih 2 faculty of teacher training and education, universitas islam malang – indonesia 1,2 e-mail: d.retnowidowati@unisma.ac.id abstract people need good background knowledge before they speak. the purpose of the present study was to discuss the implication of students’ critical reading skill to their english speaking performance in classroom activity. researchers also would like to discuss the effect of multicultural atmosphere to students’ speaking skill. this study employed descriptive qualitative design to explain students’ speaking ability after they read. therefore, students’ speaking ability could be mapped out after being stimulated by critical reading. the major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. besides, the multicultural background of the students were not significantly affect their speaking ability. yet, some students felt difficult in pronouncing ‘f’ in ‘of’, ‘v’ in very’, and ‘o’ in open’ correctly. this was because of their pronunciation habit in their homeland. keywords: critical reading, speaking ability, multicultural classroom introduction speaking activity needs wide background knowledge of the speaker. an individual needs to possess various language skill to be able to deliver ideas, hopes, feelings, and information (pamela, 1991) actively. active language skills are necessary for people to write and speak, while passive language skills are needed for ones to read and listen (crow, 1986). in order to master active language skills, an individual needs to be able to know passive skills. in other words, someone must be able to read before speak. the necessity of reading is getting higher. based on the report of literature bureau in the united state, reading is a stepping stone to be success, not only in education but also in everyday life. according to gallik (1999), without proper reading ability, the opportunity to present self-ability is almost zero. therefore, people are urged to read as many and various works as possible to obtain extensive knowledge as the basic to speak. however, the idea of delivering information from speaking activity is difficult for many people. studies by alonzo (2014), sarwar, et al. (2014), and alharbi (2015) revealed that former students of senior high schools were rarely to be able to speak properly. mwamba (2005) claimed that most senior high school students were reluctant to express the ideas well that make them prefer to stay quiet. the similar phenomenon also happen in saudi arabia, in which the speaking ability of many students was low due to the lack of authentic language learning practice (alharbi, 2015). meanwhile, in indonesia, there are a lot of students feel anxious to speak in class. some students are only able to raise question without providing solutions. it is because the lack of knowledge possessed by students due to the lack of obtaining information through reading. students are urged to be critical in reading since this can help them to add background knowledge better. critical reading is used not only to find the flaw of a discourse, but also to find evidence and data to support argument. mailto:d.retnowidowati@unisma.ac.id 19 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 this is beneficial to be practiced by university students. basically, university students should be able to express their ideas in a spoken form. ironically, many university students of english department feel difficult in expressing ideas and opinions related to topics given during lecturing activities. not only that, the language used by students also improper in terms of pronunciation. in addition, the multicultural condition in classroom contribute to the understanding of the students, especially in understanding point of view. multiculture is a diversity condition that needs to be cope with every indivual in a multiculture country, where a lot languages, dialects, cultures, and histories gather into one. moreover, it cannot be denied that universities have become one of places where people from various areas come. to cope with this situation, one language need to be used to understand what other people said. in this study, the multicultural condition comes from the different background dialects and perception of the university students. the students come from different areas or even islands in indonesia, thus the classroom atmosphere is considered as a multicultural classroom. according to luchternburg (2003, as cited in rasimin, 2017) multicultural education has 3 main poin, namely: (1) all students are the target population of education; (2) students’ muticulture oriented; and (3) is integrated as main objective. willing or not, the multicultural condition must be faced by students, while multicultural might affect the students’ language skill. liliweri (2005) claims that multicultural education is a learning strategy that is based on multicultural background of students to build a social behavior. this condition is an inevitable in several multicultural countries. poudel (2010) investigated nepali students who took english course. it was revealed that the nepali students were lack of convenience in attaining proper education in nepali, instead, most learning were conducted and aimed at english. it seems that the nepali language interference the students’ english skill. in this study, the speaking skill of the students was integrated to the students’ multicultural background. the purpose of the study was intended to know the students speaking ability after they experienced critical reading activity. in addition, the students’ speaking ability also connected to the students’ background culture to see if there is effect of the multiculturalism in the students’ speaking skill. method this study employed quantitative design with descriptive method. quantitative study was a study that emphasize the need of data in the form of numbers (arikunto, 2010). even though the data were in the form of number, they are analysed descriptively. the quantitative data was used to analyze the relation between students’ critical reading activity with their speaking ability. meanwhile the involvement of multicultural condition in the speaking activities was aimed at explaining if the background cultures of the students affected the students’ speaking ability. the study involved 55 fourth semester students who took speaking iv course academic year 2017/2018 in universitas islam malang. the numeric data were taken from the students’ score in speaking iii class. the data were used to obtain information related to the importance of reading before speaking. beside score, the researchers also obtain data from multilingual english classses language use questionnaire. this questionnaire was aimed at 20 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 obtaining data related to students’ daily use of language. moreover, the data related to the students’ speaking ability and the students’ background culture were obtained through classroom observation. the researchers performed as the lecturer of speaking class. findings and discussions the effect of critical reading to speaking ability as the researchers taught speaking iii classes, the students underwent reading activity preceding the speaking activity. they had to read the texts critically. the topics of the reading texts were similar to the topics of speaking activity. the scores of the students’ speaking were represented by the exam speaking scores, as presented below. table 1. the students’ speaking scores no. students score no. students score 1. fas 83 29. ius 78 2. mes 77 30. aisn 82 3. swa 85 31. nq 77 4. sa 87 32. azz 84 5. rnf 85 33. atd 82 6. ajy 82 34. skm 81 7. knj 78 35. maf 65 8. pra 79 36. mgr 79 9. raw 81 37. abp 82 10. fm 82 38. hsj 82 11. mn 82 39. ksr 80 12. aas 83 40. arf 86 13. ep 85 41. rr 83 14. dms 85 42. ah 85 15. we 86 43. wnl 80 16. ean 85 44. dtrb 79 17. psi 83 45. enl 80 18. ami 82 46. ris 80 19. aw 80 47. thr 82 20. vii 79 48. dsm 82 21. nni 81 49. sbu 49 22. nrf 79 50. ku 77 23. mff 79 51. mar 78 24. mk 80 52. aas 73 25. fua 85 53. ths 77 26. rf 82 54. ush 84 27. mh 80 55. mna 74 28. cy 82 from the table above, we can see that 51 students out of 55 students obtained score above 75, means they were able to deliver their opinion well related to the topic given after they underwent critical reading activity. during the critical thinking activity, students were to (1) examine the evidence or arguments, (2) elicit the effecs oon the evidence, (3) elicit the 21 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 limitation of the content of the manuscript, (4) interpret the content of the texts, and (5) decide your position towards the author’s arguments, opinions, and conclusions (“what is critical reading?”, 2009, pg. 1). based on the data obtained, reading activity critically before the students speak, is useful for those who want to express their ideas. through reading activity, the students can gather much information, gather evidences or data related to the topic given by the teacher. agustina (2008) states that reading critically aims at knowing evidences within texts before readers make assumptions to a particular situation. reading activity before speaking contributes to the students’ self-confidence since the students can based their ideas or opinions on empirical data or evidences. through critical reading, readers are not merely spell words, they along with authors, indirectly, consider about the discussed matters. this is in line with patesan, balagiu, zechia, and alibec’s (2014) statement that students read a text related to a specific topic, they undergo the activity of broadening the comprehension and reasoning as well as developing to observe, compare, and contrast. based on the mean score obtained by the students (80.3), it can be assumed that they were able to perform their opinion and ideas during speaking activity well after they read related texts critically. it means that the critical reading affect the students’ speaking skill. the language used by the students in classroom the result of the multilingual english classes language use showed that 100% students speak either bahasa indonesia or local language in their daily activity. this is not surprising since english is not the second language of indonesian people. besides, not even one of the students’ family background speak in english. 67% of the students speak local languages to their parents and friends from the same hometown, while 33% of them speak in bahasa indonesia. regarding the question “does it help you learn english better if you use your mother tongue in english class?”, 93% students admitted that it is easier for them to understand the content of learning if they use bahasa indonesia. not only it is easier for the students to understand the learning, speaking bahasa indonesia also make the feel comfortable to get along with their friends. it is in line with zamroni (2011) that the involvement of multicultural condition in classroom activity is useful to (1) develop students’ critical thinking ability towards background knowledge, (2) have self-awareness and be able to control his prejudice towards others, (3) understand that every knowledge can be used to improve social welfare, (4) be able to apply knowledge, and (5) understand the relationship between one phenomena and another one. however, based on the result of the questionnaire delivered to speaking class students, it can be seen that 42 out of 55 students (76%) agree that using bilingual is more effective for them to understand the lecturer’s instruction. on the other hands, 98% students claimed that they learn english better through listening music, where they cannot find the indonesian translation of the lyrics, while the rest students said that they like reading books to learn english. 22 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 the relation between cultures and the students’ speaking skill the multicultural condition of the students played a quite important role during the speaking classroom activity. based on the questionnaire, from 55 students, 20 of them are from java, 16 students are from madura, 4 students are from nusa tenggara barat, 8 students are from borneo, 3 students are from jakarta, 1 student is from celebes, 1 students is from nusa tenggara timur, and the rest 2 students are from south sumatera. all of them come from various social economic and family education background. these differences affect the students’ way of thought, dialect in speaking english during class activity, attitude, and also self-confidence. according to skeel (1995) multicultural education is a condition of considering human uniqueness without discriminating culture, skin colour, physical appearance, gender, dialect, and financial background. based on the students’ performances during the classroom activities, the researchers noted that the students who come from nusa tenggara barat, celebes, and borneo were difficult to pronounce ‘f’ and ‘v’. instead of ‘of’ they pronounced ‘op’, ‘difficult’ became ‘dipphicult’ (with aspirated /p/ sound, ‘very’ became ‘phery’. besides, it seemed difficult for some of them to differ ‘o’ sound in ‘open’ and ‘on’. yet, this pronunciation was not the major problem in and still could be understood and meaningful. the students’ speaking activity were emphasized more on the message sent during the speaking performances. it is because the lifelong process and the researchers wanted to help the students to develop their own self confidence in speaking, regardless the differences found. the researchers created a learning atmosphere where diversity among the students and the differences are not seen as an impediments to learning. the students were given the same opportunity to learn. conclusion reading is an inevitable activity to gain information. through reading, students were able to deliver their opinion better and show better performance. it can be seen from the final examination score that most students achieved score >75. meanwhile the bilingual used in classroom activity made the students easier to understand the learning instruction and learn better. due to the technology today, many students learn english not only from books but also from music. in meant that even tough students feel comfortable when they use both english and indonesia, students still have many alternatives to learn english. multicultural condition, in the forms of family education background, dialect, and hometown affect the students’ performance in terms of the way they pronounce some words. yet this is not the major problem in speaking since the points of their message were delivered well and acceptable. in brief, involving multicultural condition in learning is an inevitable in a multicultural country, like indonesia. yet, the situation should not be seen as a hindrance, instead as resources to be recognized, catered to, and appreciated. acknowledgement this article was written based on the study result of institution grant funded by lppm unisma (hi-ma). the researchers would like to thank to the rector of unisma who gave us an opportunity to conduct this study and sponsored this study through lppm universitas islam malang. the researchers also would like to thank to the students of speaking iii class who had cooperated well during the study. 23 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 references agustina. 2008. pembelajaran keterampilan membaca. padang: jurusan bahasa dan sastra indonesia dan daerah unp. alharbi, a.h. 2015. improving students’english speaking proficiency in saudi public schools. international journal of instruction.vol. 8 (1) alonso, a.r. 2014. teaching speaking: an exploratory study in two academic contexts. porta linguarum. vol 22 arikunto, s. 2010. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. crow, j.t. 1986. receptive vocabulary acquisition for reading comprehension. the modern language journal. vol. 70 (3): 242-250. gallik, j.d. 1999. do they read for pleasure? recreational reading habits of college students. journal of adolescent and literacy. vol. 42 (6): 480-488 liliweri, alo. 2005. prasangka & konflik:komunikasi lintas budaya masyarakat multikultural. yogyakarta. lkis. mwamba, r. 2005. an investigation into factors that hinder the instruction of oral communication skills in english kenyan secondary schools: a case of kisii district. eldoret moi university pamela, j.s. 1991. test of english as a foreign language (6 th ed). new york: barron’s educational series inc. pariaman. ahasa dan sastra indonesia. vol 1 (2): 521-527 liliweri, a. 2005. prasangka & konflik: komunikasi lintas budaya masyarakat multikultural. yogyakarta: lkis patesan, m, balagiu, a, zechia, d, alibec, c. 2014. critical reading. buletin stuntific. vol. 31 (1) : 62-67 poudel, p. p. 2010. teaching english in multilingual classrooms of higher education: the present scenario. journal of nelta. vol. 15 (1-2): 121-133 ramadani, p.n., basri, i., emidar. 2013. hubungan kemampuan membaca kritis dengan kemampuan menulis argumentasi siswa kelas viii smp negeri 7 rasimin. 2017. implementasi model pembelajaran multikultural untuk meningkatkan kompetensi mahasiswa. inferensi. vol. 11(1): 141-162 sarwar, m., alam, m., hussain, a., shah, a.a,jabeen, m. 2014. assessing english speaking skills of perspective teachers at entry and graduation level in teacher education program. language testing in asia: a springer open journal. skeel, d.j. 1995. elementary social studies: challenge for tomorrow’s world. new york: harcourt brace college publishers. student learning development. 2009. what is critical reading?. university of leicester. zamroni. 2011. pendidikan demokrasi pada masyarakat multikultural. yogyakarta: gavin kalam utama. 14 celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis benny dele bintang ananta* english education department, faculty of teacher training and education, university of muhammadiyah malang, indonesia abstract this paper discusses the highly controversial issue of postponing the 2024 elections. the postponement of the election was replaced with the discourse of extending president joko widodo's leadership term. the major objective of this study is to categorize various illocutionary acts and provide a concise description of how they are used by speakers in cnbc news content. in this investigation, the author uses descriptive qualitative research techniques to collect and dissect information from writing with the title "dokumen indonesia maju bocor, benarkah jokowi 3 periode?". the analysis of the data revealed that the language employed by speakers in cnbc news predominantly consists of representative speech acts across three terms. these categories encompass representative, directive, commissive, declarative, and expressive elements within the news discourse. the researcher also found that speakers used 40% representative, 20% commissive, 20% expressive, 10% directive, and 10% declarative in the news. in addition, the speakers' speech in the news is explained from the five categories that most of the speakers use: representative, commission, and expressive. however, the three-period issue has a lot of unfavorable implications for president jokowi because it can create unwanted chaos in the political environment for those who agree or disagree with the issue. keywords: critical discourse analysis; illocutionary acts; jokowi 3 periods abstrak tulisan ini membahas isu yang sangat kontroversial mengenai wacana penundaan pemilu tahun 2024. penundaan pemilu tersebut digantikan dengan wacana perpanjangan masa jabatan kepemimpinan presiden joko widodo. tujuan utama dari penelitian ini adalah untuk mengkategorikan berbagai tindak ilokusi dan memberikan deskripsi ringkas tentang bagaimana tindak ilokusi tersebut digunakan oleh para pembicara dalam konten berita cnbc. dalam investigasi ini, penulis menggunakan teknik penelitian kualitatif deskriptif untuk mengumpulkan dan membedah informasi dari tulisan dengan judul "dokumen indonesia maju bocor, benarkah jokowi 3 periode?" analisis data mengungkapkan bahwa bahasa yang digunakan oleh pembicara dalam berita cnbc sebagian besar terdiri dari tindak tutur representatif di tiga istilah. kategori-kategori ini mencakup elemen representatif, direktif, komisif, deklaratif, dan ekspresif dalam wacana berita. peneliti juga menemukan bahwa penutur menggunakan 40% representatif, 20% komisif, 20% ekspresif, 10% direktif, dan 10% deklaratif dalam berita tersebut. selain itu, tuturan penutur dalam berita dijelaskan dari lima kategori yang paling banyak digunakan oleh penutur yaitu representatif, komisif, dan ekspresif. namun, isu tiga periode ini memiliki banyak implikasi yang tidak menguntungkan bagi presiden jokowi karena dapat menimbulkan kegaduhan yang tidak diinginkan di lingkungan politik bagi mereka yang setuju atau tidak setuju dengan isu tersebut. kata kunci: analisis wacana kritis; jokowi 3 periode; tindakan ilokusi e-issn: 2621-9158 p-issn:2356-0401 *correspondence: bennydele7@webmail.umm.ac.id submitted: 8 june 2023 approved: 29 june 2023 published: 30 june 2023 citation: ananta, benny dele bintang. (2023). illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis. celtic: a journal of culture, english language teaching, literature and linguistics, 10(1), 14-28. doi: 10.22219/celtic.v10i1. 24931 mailto:bennydele7@webmail.umm.ac.id celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 15 introduction the indonesian government operates under the constitution. the ability of a state to limit its governmental power in such a way as to create a healthy balance between the interests of state administrators and its citizens is one of the constitutional characteristics of a state. ahead of holding the regional elections, the political landscape in indonesia is full of various highly controversial issues, one of which is postponing the regional elections until 2024. whether extending president joko widodo's term of office or maintaining his leadership, it has shifted focus to postponing the regional elections. the reason is that the indonesian constitution does not allow the postponement of elections under any circumstances. instead of suspending officials, there is talk of extending his term, which is seen as a realistic alternative. as a result, the indonesian president has two options to serve an additional term or follow the constitution, even if officials and the public want it. law number regulates the presidential and vice-presidential term durations in indonesia. as stipulated in article 169, section n, of the constitution, the tenure of the president is overseen by law no. 7 of 2017, also known as the general elections law. article 169 of the constitution specifically addresses the election of the head of state and deputy head of state. a candidate for president or vice president must comply with the following requirements, as stated in article 169, letter n, of the election law: "they may not have served as president or vice president for more than two terms in the same office." the petitioners also look at article 227, a letter i, which states that in order to be registered, prospective candidate pairs must first fulfill the following requirements, as mentioned in article 226: the claim that he has never served more than two (two) terms as either president or vice president. in addition, article 7 of the constitution, ratified in 1945, stipulates that both the president and the vice president must serve in their respective offices for five years before becoming eligible for reelection, but only for a single term. because it is already indicated in indonesian law, the three-period debate should be put to rest. indonesia's constitution, which is a collection of rules, governs the country's judicial system. language is the primary tool that serves as the basis for all forms of human connection and commerce. because of the development of language and the facilitation of communication, humans are able to form bonds, gain knowledge from one another, and convey all that is on their minds. speech acts are essential to communication (faturrochman et al., 2021). as a result, humans can never be separated from using spoken language in speech acts when interacting and communicating with the community. in simple terms, language is a socially accepted code of expression that conveys concepts by using symbols and combinations of symbols according to a set of rules. (edward et al., 2018). the role of human language in society is crucial since it is the primary means of communication between humans. it is only through the use of language that we can interact and communicate. generally, people will act on what they say by doing what they say when told something, as austin stated (in ediwarman 2020). deeply concerning edward et al. (2018), language is supposed to have evolved due to early human social contact and the adaption of their communication to conduct social engagement. language has become firmly embedded in people's lives, away from its function in communication and information sharing, since it is a highly complexbenny dele bintang ananta illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis 16 complicated aspect of the human brain. language's evolution reflects the evolution of humans in this sense. as a result, it is vital to master the language both inside and externally—its structure and usage. exploring the significance of language within a speech community and the variables shaping varying interpretations of a single utterance is essential. this endeavor offers a clearer insight into how language contributes to social phenomena and developmental processes. pragmatics is a field of language science that examines the interplay between language and the context in which it is used. pragmatics is a linguistic field that examines the utilization of language units as linguistic components in communication from an external perspective. pragmatics is about analyzing speech acts and using language appropriately in communication to make sure that the intended meaning and message is conveyed to the interlocutor (song, 2020). speech acts, such as the nomination of presidential candidates in indonesia, are common in moral and financial political campaigns. even so, in this case, the state apparatus voiced or supported the idea that the term of office of president jokowi would become three terms. by declaring this, the state apparatus has its interests served so that the three-period discourse occurs. however, some argue that the state apparatus should not be involved in political campaigns. they argue that the state apparatus should be neutral and not show any support for any particular candidate. this would create a level playing field for all candidates and allow the voters to make an informed decision without undue influence. speech acts are any actions or intentions expressed verbally or in writing. when used correctly, language accomplishes what it is intended to accomplish. the following meaning, which listeners infer, needs to be made clear. in speaking a language, many speech acts are considered part of the act of speaking, including requests, promises, assertions, and questions. each of these acts has a specific purpose and function and can be used to communicate an idea effectively. each speech act can also be used to influence the listener's interpretation of the speaker's words. (searle, in annahlia et al., 2020). likewise, chaer and leonie claim that illocutionary acts are speech acts in which a speaker states something in the sense of saying something, or, in simpler terms, they are speech acts that are meaningful and understandable (hariati et al., 2020). searle calls it a prepositional act instead of an illocutionary act. this is due to the fact that communicating something's meaning is separate from doing so. both the literal sense and the pragmatics of a sentence constitute illocution. on the other hand, searle’s theory needs to clarify how we can convey indirect meaning. for instance, we do not convey the sentence’s literal meaning when we say, "i'm fine," even though it is obvious that we are not fine. we're saying something completely different. the context and cultural implications we can use to convey indirect meaning are not considered by searle's theory, which only considers literal meanings. this is why it's important to consider context and the literal meaning to comprehend what someone is trying to say fully. western linguists developed critical discourse analysis (cda) in the following decade. in society, cda is used to examine language and power structures. it is used to understand the relationship between language and social, political, and economic issues. cda is used to uncover how language is used to oppress marginalized groups. this point of view has evolved with input from numerous disciplines, including celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 17 sociology, psychology, and semiotics. they've been combined into a comprehensive conceptual method that blends text analysis with a social focus. by exploring language and the ideologies latent in it, cda attempts to demonstrate the unequal power dynamics and prejudices that form the discourse. this will expose the dialogue's inequities, biases, and prejudices (wang, 2021). sarfo and krampa have also examined critical political discourses in haroon et al. (2020). in general, researchers view carefully selected language expression qualities as components of political discourse. the goal is to make an impression on the listener. the findings have been the subject of previous research. the illocutionary speech acts that make up central java governor speech can be broken down into form and function. through analysis, one can arrive at this conclusion. this research identifies eleven unique categories of illocutionary speech behaviors and the forms they take (siregar, 2021). the performance is used as part of the speech's analysis. the results are examined regarding emoticons’ roles on malaysian digital communication platforms and how people living in multicultural cultures might use emoticons to foster community and appreciation for one another's customs and traditions (shaari, 2020). the examination of this document can also encompass the exploration of illocutionary acts. the author delved into and deliberated upon thirteen instances of illocutionary behavior. the objective of the study is to utilize this research to scrutinize the employment of illocutionary acts within the discourse of the 2016 presidential election. the data includes the subsequent divisions of illocutionary speech acts: assertive (six instances), directive (three instances), expressive (three instances), and compliant (one instance) (rosyidi et al., 2019). not only based on this research, we can also say that the jakarta post employs four distinct nomination procedures. using this method, the author sidesteps monotonous repetition while establishing mr. terawan's centrality and detailing his professional activities. its performance as health minister during the covid-19 outbreak could have been better (anggraeni & amalia, 2020). even though illocutionary acts and critical discourse analysis (cda) have been the subject of significant study, researchers still need to comprehensively examine illocutionary acts within internet news discourses concerning election postponement. the researcher plans to employ speech acts and pragmatic theories to investigate illocutionary communication vanderveken, cited by yandra et al. (2018), asserts that illocutionary acts are essential because they function as the primary meaning components in spoken and written language. according to austin (1970), illocutionary acts bring attention to the fact that words imply actions. this research aims to classify the various illocutionary acts employed in cnbc news articles featured on the cnbc indonesia.com website. the study seeks to present an overview of the illocutionary speech acts in cnbc news utterances during the coverage of "dokumen indonesia maju bocor, benar jokowi 3 periode" by cnbc indonesia. method the study utilized a descriptive-qualitative approach. qualitative research will define words based on collected data. according to moleong (2004), bogdan and taylor reported that researchers obtained descriptive qualitative data through oral or written means. this study utilizes quotes from the cnbc news article titled benny dele bintang ananta illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis 18 "dokumen indonesia maju bocor, benarkah jokowi 3 periode?" this study is qualitative as it employs non-numerical data. moreover, the analysis is characterized by its descriptive nature, as it aims to provide a neutral interpretation of the observed facts. this study used both critical discourse analysis (cda) and discursive strategy theory to interpret the data the cda approach focused on the underlying power structures of the data, while the discursive theory sought to understand how the participants' beliefs and values were expressed in their discourse. the two approaches were then compared and contrasted to yield a more comprehensive interpretation of the data.. an instrument used for the research was a document that was used as a means of data collection. observational researchers obtain public and private materials from a variety of sources, such as the internet or from research participants. it is possible to find newspaper stories, meeting minutes, personal notebooks, and letters in both public and private collections (creswell, 2012). the main data source for this study was cnbc news items, which comprised the majority of the study's samples. the data analysis process in this study consists of the following steps: identification, classification, analysis, and conclusion based on theo van leeuwen's theory (tenriawali, a.y., 2019). upon analysis of the data, it was necessary to interpret and explain the form and meaning of the news text that presented the pros and cons of suggesting that jokowi serve 3 terms as president on the cnbc indonesia online news site, in order that at the end it revealed the representation of the speakers proposing three terms of office in the news article. the first step in the research was to seek out a news story about jokowi's three terms of the government in an attempt to find some news about him. additionally, the researchers discovered that cnbc news covered pertinent stories. cnbc news published the stories in this collection on april 15, 2022. following this, the data is analyzed using theo van leeuwen's theory this theory states that data is inherently connected to physical objects, such as people or places. it suggests that data must be interpreted in the context of its physical environment to be meaningful. additionally, this theory emphasizes the importance of understanding the political implications of data. finally, the researchers summarize their findings by stating that data must be viewed holistically, taking into account its physical, political, and social contexts. this requires a deep understanding of the implications of data and its use, as well as a recognition that data is linked to our physical world. as such, it is important to consider the impact of data on society as a whole. findings speech act illocutionary act theoretically, speech acts are about how we operate as language. austin defines speech acts as "saying something and doing something" (santoso, rb, 2017). searle developed five distinct categories of speech actions due to his reworking of austin's theory. each category of speech acts can be broken down further into subcategories. these categories include declarative, expressive, representatives, directives, and commission each of the categories of speech acts has distinct characteristics and implications. some experts explain and depict illocutionary deeds. the researcher found that speakers in the news utilized 40% representation, celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 19 20% commissives, 20% expressive, 10% directives, and 10% declarative. as a result, the speaker's representatives are employed more frequently than others. table 1. types, amounts, and percentages of speech illocutionary act discussion 1. representatives : as the definition of a representative reveals, an act is something that expresses what a speaker intends to say and what the speaker believes to be true based on utterances that he makes. in terms of representative actions, there are a number of keywords associated with them: stating, claiming, suggesting, assuming, asserting, explaining, and reporting (haucsa, g.m et al., 2020). “if suddenly someone says that we are the people asking for this, the dpr processes, political parties process all kinds of things, until the mpr because of the situation ... we postpone it for a day, a year, or two years, three years, that's fine," he said.”. in this context, luhut binsar pandjaitan as indonesia's coordinating minister for maritime affairs and investment says " if suddenly someone says that we are the people asking for this," which means luhut is stating an opinion with the word "if." then he says, "suddenly someone says that we are the people asking for this," which means to strengthen his opinion of the people. " the dpr processes, political parties process all kinds of things, until the mpr because of the situation ..." was the next sentence. luhut is still stating an opinion because the situation is legislative. and the following sentence, " we postpone it for a day, a year, or two years, three years, that's fine," means that luhut claims it can be postponed for a day to three years because there is no problem. in this sense, luhut binsar pandjaitan's sentence, in which he contemplates a potential postponement of the legislative process in response to perceived public demand, is in line with rational choice theory. this theory, which is used to understand individual and collective behavior in social and economic contexts, states that decision-makers such as luhut assess potential outcomes and choose options in accordance with a rational evaluation of preferences(ogu, 2013). in this scenario, luhut's consideration to delay the process demonstrates a rational assessment of consequences and preferences, consistent with the principles of rational choice theory. "we must understand what is called aspiration, aspiration should not be rejected, especially since golkar's parties voice is the voice of the people, therefore such a position," airlangga said.. in this context, airlangga hartarto as coordinating minister for the economy says, " we must understand what is called aspiration," which means airlangga is explaining about aspiration because anyone who wants to enter politics should understand aspiration. following that, " aspiration should not be rejected, especially no types of illocutionary act amount % 1 representative 4 40 2 directives 1 10 3 commisive 2 20 4 expressives 2 20 5 declarative 1 10 benny dele bintang ananta illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis 20 since golkar's voice is the voice of the people " denotes that airlangga is a people. asserts that aspirations to enter politics should not be denied to anyone who wishes to do so, because it is the people who have the greatest amount of sovereignty over their government. then comes the sentence " therefore such a position," in which airlangga explains their position again. airlangga's assertion aligns with theories of political legitimacy, highlighting that a government's authority rests on the consent and support of its citizens. his emphasis on representation and consideration of aspirations serves to bolster golkar party's legitimacy by showcasing a commitment to the people's interests. overall, political legitimacy revolves around justifying a government's right to enforce laws through coercion, intricately tied to why individuals are obliged to adhere to a specific governing body's laws, with fairness and effectiveness providing partial grounds for compliance, but not sole validation for the government's coercive enforcement. " i have often heard such shouts. but what is clear is that our constitution is clear. we must obey, must obey the constitution," said jokowi. in this particular setting, president jokowi said that he had frequently heard people shouting about the three terms he had been granted as president. however, the constitution in indonesia must be obeyed, and the constitution specifies that the president of indonesia can only serve for a maximum of two terms in office. throughout this statement, president jokowi emphasizes the clarity and importance of the constitution in line with constitutional theory. in addition to focusing on the powers exercised by the state, constitutionalism cannot adequately ensure the legitimacy of decisions made by private parties (suzor, 2020). the constitutionalism movement emphasizes, in addition, that the power of governments should be limited by a constitution that outlines the structure of governments, the distribution of powers, and the rights of citizens. by emphasizing the need to "obey the constitution," jokowi highlighted the supremacy of the constitution as the basic legal document that defines the limits of his power. "i need to explain this so that speculation will not arise that the issue circulating in the community is that the government is trying to postpone the election or speculation about extending the three-term presidency. we agree that the election is set for february 14 and the pilkada for 2024," he said. in this context, president joko widodo says " i need to explain this so that speculation will not arise that the issue circulating in the community is that the government is trying to postpone the election or speculation about extending the three-term presidency." means president joko widodo explained again because there is a lot of speculation or discourse that appears in society, many people question it. in addition, the fact that the government is attempting to delay the election or the discussion on increasing the presidential term limit to three terms in order to serve its own personal interests is one of the factors that contribute to the deterioration of the situation. then the line " we agree that the election is set for february 14 and the pilkada for 2024" signifies in spite of this, president joko widodo has made it celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 21 abundantly clear that the elections will take place on february 14 and that regional elections will take place in 2024. president joko widodo's response to prevailing speculation and concerns within society regarding potential government actions, such as election postponement or extending presidential term limits, exemplifies crisis communication's evolving role. just as crisis communication as an academic discipline is expanding beyond, widodo's statement reflects a growing emphasis on transparent and comprehensive communication in a global context. by addressing misinformation and reaffirming the scheduled election and regional elections, he underscores his commitment to democratic processes, stability, and dispelling potential distrust(barkley, 2020). this convergence underscores the parallel development of crisis communication as a dynamic and internationally relevant field, aligned with the principles of transparent communication and effective democratic governance. 2. directives: directive speech act has the same preceding condition or purpose, which is to "attempt to induce someone to do something" throughout the discourse, the speaker maintains the assumption that the addressee is capable of carrying out any actions that the speaker tells him to carry out. (searle et al., 1985) the speaker's intention includes an effort to affect the listeners' actions directives make use of words such as "request," "order," "challenge," "ask," "beg," "suggest," "permit," "invite," "implore," "dare," "command," "pray," and "advise." (srikandi, 2020; wierciska, 2021). " has our constitution ever been amended? that is not a taboo, right? the taboo [amended] is the preamble. that's taboo, the holy book taboo," tito said separately. in this situation, tito karnavian, minister of internal affairs, asks, " has our constitution ever been amended?" tito is asking if the constitution has ever been changed. because the indonesian constitution has been changed four times. " that is not a taboo, right?" tito questioned whether it was or was not taboo. in the statement, the word "taboo" refers to questioning the changes made. following that, the sentence " the taboo [amended] is the preamble. that's taboo, the holy book taboo" means that tito advised that what was amended about the constitution's preamble was taboo because the opening of the constitution was made into a holy book. after all, it was the origin of statutory law in indonesia. the degree of constitutional rigidity is marked by the higher de jure barriers required for its amendment compared to ordinary legislation. these barriers, often more stringent than those for passing regular laws, vary across different constitutions. this variability potentially contributes to differences in amendment rates(tarabar & young, 2021). tito karnavian's initial inquiry into the history of amendments to the indonesian constitution aligns with the theory of constitutional change, which delves into the processes and consequences of modifying a constitution over time. his question underscores the importance of comprehending the historical context and implications of constitutional amendments for indonesia's legal and political framework benny dele bintang ananta illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis 22 3. commissives: the term "commissive" refers to an act of illocutionary or rhetorical action that obligates the speaker to act in the future. in order to convey meaning, speakers use them. an individual or a group can make a promising, threatening, refusing, pledging, offering, vowing, and volunteering (yule 1996; zulianti. h, 2018). " i emphasize, i have no intention. there is also no interest in becoming a three-term president," said jokowi, last monday (3/15/2022). referring to his unwillingness to run for president three times, president jokowi states, " i emphasize, i have no intention " in this context. however, many still support president jokowi serving three terms in office. the statement " there is also no interest in becoming a three-term president " indicates that president jokowi promised he had no intention of seeking a third term in office. since president, jokowi will continue to adhere to the constitution. in developing nations, a notable absence of confidence in the government has led to reduced effectiveness among the general populace. it is intriguing to observe that the scale and effectiveness of the public sector are closely linked to this trust level. those most inclined to endorse heightened public spending and champion the supply of enduring communal assets are individuals who hold a certain level of faith in the government (ardanaz et al., 2023). it is possible to view this phenomenon through the lens of political communication and trust building. the relationship between trust and public spending suggests that effective communication strategies can contribute to an increase in public confidence in government resource allocation, as president jokowi has clearly communicated his intention to foster trust by addressing public concerns and dispelling speculation. communicating transparently and honestly is important in both contexts in order to build trust, both in terms of leadership commitment and in terms of the effectiveness of public spending in meeting people's needs. "i am a product of direct elections based on the postreform 1945 constitution. my position is clear: i do not agree with the proposal for a three-term presidency. the proposal plunges me," he said. president jokowi jokowi also discussed the possibility of extending the president's term on his official instagram account, writing, " i am a product of direct elections based on the post-reform 1945 constitution." this means president jokowi guarantees that the indonesian people directly elected him in the general election based on the 1945 constitution after it was reformed. then the sentence " my position is clear " means president joko widodo guarantees that his position is evident because he has complied with the procedures contained in the 1945 constitution. " i do not agree with the proposal for a three-term presidency," the sentence that follows says. " the proposal plunges me " means president joko widodo refused the proposed three-term presidency issue because it engulfed him in contentious matters. president joko widodo's resolute rejection of a third-term presidency, grounded in his direct election through the reformed 1945 constitution, exemplifies a staunch commitment to democratic values and constitutional integrity. this unwavering stance communicated transparently and personally, resonates with celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 23 theories of political communication and legitimacy. it underscores his alignment with the principles of democratic accountability, allowing the public to hold him answerable for adhering to constitutional constraints. by leveraging social media for direct communication, president widodo exemplifies the contemporary significance of communication channels in shaping public opinion and fostering trust. this dovetails with the exploration of democratic accountability, wherein the correlation between citizens' assessments of government performance and their contentment with the government is studied, especially concerning economic matters. effective economic voting is deemed a hallmark of democratic accountability, with countries regarded as excelling in this aspect when citizens express robust support for the government during economic prosperity and diminished endorsement during downturns(just, 2018). in essence, president widodo's resolute stance and open communication exemplify the fusion of constitutional principles, democratic norms, and effective communication strategies, forming a comprehensive picture of democratic governance and leadership accountability. 4. expressives: it is well known that yule (1996) believed that expressive acts are the means of communicating the speaker's feelings by using words in order to convey their thoughts. the speaker is able to convey a portion of their internal emotional state of mind through the use of expressive speech. the expression is sometimes used in a courteous manner. the polite way of expressing ourselves is when we greet someone, thank them for something, or congratulate them for something. in contrast, blaming and accusing someone goes against that politeness blaming and accusing someone goes against that politeness. when a speaker employs expressive language, he attempts to match his words to the world of emotion through illocutionary acts. an expression of the speaker's inner state is expressed through expressive speech. some performative verbs can describe an expressive act: greet, surprise, like, fear, apology, thank you, regret, regret, compliment, blame, praise, complain, lament, protest, deplore, and boast. (peneva, 2018; tabassam et al., 2020) "there should be no more voices on the matter of postponing the extension. no, you don't. stop creating polemics in the community, focus on working on handling the difficulties we face," he said. in this context, president jokowi's statement, " there should be no more voices on the matter of postponing the extension," means president jokowi blamed his ministers for rolling out the discourse on extending the presidential term and postponing the 2024 election. president jokowi expressed dissatisfaction with his ministers for engaging in the discourse, which could be seen as an attempt to extend his presidential term and delay the 2024 election. he asserts that the ministers should refrain from engaging in this discourse. the sentence " no, you don't. " stop creating polemics in the community," means president jokowi regrets the ministers' actions in proposing three terms and postponing the 2024 election to create polemics in society. it is like trying to put out a fire with gasoline—the ministers’ actions only fuel the situation and worsen it. the following sentence, " focus on working on handling the difficulties we face," means that president jokowi hopes that the ranks of ministers will return to work in dealing with the difficulties we are facing. the ministers' actions have been unhelpful in resolving the situation, and benny dele bintang ananta illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis 24 president jokowi hopes the ministers will focus on working together to address the issues. a historical record can be used to assess charismatic and social movement leaders' charismatic appeals and leadership outcomes by applying rhetorical leadership theory. researchers are able to examine the historical records of widely recognized charismatic leaders in order to determine the consistency and contradictions among these individuals. as well as improving our understanding of charismatic leadership, this approach illuminates the evolution of charismatic leadership over time (bligh & robinson, 2010). using rhetorical leadership theory to analyze president jokowi's communication further deepens our understanding. through the use of direct and emphatic language, such as "no, you don't" and "focus on dealing with the difficulties we face," he effectively conveys authority and urgency. these deliberate rhetorical choices motivate his ministers to refocus their efforts on addressing challenges and discourage divisive discussions. we can gain a deeper understanding of president jokowi's rhetorical strategy by using this theoretical lens.. "one, they want to slap me in the face, they want to find face knowing that i already have face, or they want to plunge me," jokowi said when talking to reporters at the merdeka palace, presidential palace complex, on december 2, 2019. president jokowi's statement, "one, they want to slap me in the face," in this context, suggests that he was upset with some authorities looking out for his interests and the blunders that led him to tolerate joko widodo's decisions. "fool me once, shame on you; fool me twice, shame on me," as the ancient adage goes. president jokowi was dissatisfied with his mistake of trusting joko widodo and was eager to end future errors by those around him. the expression "they want to find face knowing that i already have face " suggests that joko widodo deplored the apparatus's conduct for pursuing profit by doing something to get praise or flattery. joko widodo, for example, was accused of utilizing the media to garner recognition for his efforts to improve the situation in indonesia, even though he had already done enough to merit acclaim. president joko widodo, on the other hand, managed to crack a joke with the words, "knowing that i already have face." " or they want to plunge me " shows that the president was annoyed that a few officers had forced him into a three-term speech plan that could lead to conflicts and rejection from the public, which could cause problems within the administration. jokowi's candid remarks reflect his dissatisfaction with certain authorities, who may be seeking to gain personal recognition or gain personal gain at his expense. these remarks illustrate his cautious approach to avoiding past mistakes. in referring to the adage "fool me once, shame on you; fool me twice, shame on me," he emphasizes his resolve to avoid making the same mistake again. a concern about self-serving behavior is expressed by jokowi's frustration with officials' efforts to gain recognition, even though he has already achieved acclaim. as well as conveying his awareness of the situation, his lighthearted humor conveys a sense of humor. in addition, the phrase "or they want to plunge me" conveys his frustration at being coerced into a potentially divisive three-term speech plan by a few officers. as jokowi navigates intricate dynamics within his administration, concepts of power and dynamics are pivotal in understanding the challenges grassroots leaders face celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 25 when attempting to effect change. in addition to emphasizing the importance of transparent communication and strategic decision-making, these concepts reflect the multifaceted nature of leadership and change-making efforts (kezar, 2011). 5. declarative: cutting defines declarative as words or expressions spoken by a speaker that change the world; for example, the words "i declare war" at political context, or "i sentence you to prison" in a court of law. these words hold power and authority and can have long-lasting effects on those involved. researchers found uncertain declarative elements in the news but in a different pattern (cutting, 2002; yandra et al., 2018) "after eid, we will declare [support for president jokowi to serve three terms]," said apdesi. in this context, asosiasi pemerintah desa seluruh indonesia (apdesi) says, "after eid," which means apdesi will announce events in the near future. then apdesi shows the declaration: "we will declare support for president jokowi to serve three terms." the sentence implies that apdesi totally supports president joko widodo to serve as president for three terms. apdesi has declared its support for president joko widodo in his bid for a third term as president, indicating that they believe he is the best choice for the position. this follows their announcement that they would be holding events in the near future, showing that they are actively engaging with the political landscape. olson (1982) posited that in well-established communities characterized by order and continuity, the presence of organizational liberty leads to the proliferation of special interest groups. this proliferation has the potential to exert a detrimental influence on economic well-being and growth. according to olson's theory, apdesi demonstrates the dynamics of interest group development as a collective interest group representing village administrations (coates et al., 2007). their goal of championing president jokowi's reign reflects olson's observations, in which interest groups congregate around shared goals. apdesi's support for jokowi's third term, like olson's, demonstrates how interest groups like theirs actively engage in influencing political discourse and decisions, highlighting parallels with the dynamics olson identified in the context of special interest groups' potential influence on societal outcomes. conclusion based on this outcome, 40% are representative, 20% are commissioners, 20% are expressive, 10% are directives, and 10% are declarative. typically, representatives make the majority of utterances in a conversation, followed by commissioners, expressive directives, and declarative. this shows that representatives are the most common form of communication in utterances. speakers use representative, commission, and expressive words to convey their message. this is like a pyramid, where the structure's base is the largest, representing the highest frequency of use. as you move up, the frequency of use decreases, creating a tapering effect. as a result, only a small percentage of people use declarations or directives when they speak. benny dele bintang ananta illocutionary act analysis of jokowi three periods on cnbc news 2022: critical discourse analysis 26 references -----------, 1945. undang-undang dasar 1945 pasal 7. republik indonesia, jakarta. -----------, 2017. undang-undang tentang pemilihan umum no. 7 tahun 2017. republik indonesia, jakarta -----------, 2017. undang-undang tentang pemilihan umum no.7 tahun 2017 pasal 169 huruf n. republik indonesia, jakarta. -----------, 2017. undang-undang tentang pemilihan umum no.7 tahun 2017 pasal 226. republik indonesia, jakarta. ------------, 2017. undang-undang tentang pemilihan umum no.7 tahun 2017 pasal 227 huruf i. republik indonesia, jakarta. adim, m. h. a., & mutiarani. 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(2018). speech acts on efl learners’ teaching performance and its implication in teaching and learning activity. https://doi.org/10.26638/js.693.203x 63 celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index challenging objectification through alternative beauty concepts in the film i feel pretty (2018) 1difa mahya zahara*, 2nina farlina 1faculty of education, indonesian international islamic university, indonesia 2department of english literature, syarif hidayatullah state islamic university, indonesia abstract beauty ideals that primarily focus on physical attributes play the role of a cultural milieu in which women are vulnerable to objectification. such a cultural force gives rise to the importance of investigations on literature, such as films, as a cultural product as well as a cultural shaper in which women are portrayed and represented through their narrative, characters, and more. this study is a qualitative descriptive study on the film i feel pretty that applies the feminist theory of objectification. it aims to explore the portrayal of renee bennett, the main character, in dealing with objectifying beauty ideals and how such phenomena are challenged in the film. the results found that renee bennett experiences objectification by others, self-objectification, and objectifying others under the context of appearance-focused beauty concepts. however, the film challenges such objectifying beauty concepts by introducing alternatives that focus on internal qualities or non-physical attributes, such as self-confidence, intelligence, and health. thus, the film is a critique towards the existing beauty ideals that glamorize the physique, and it encourages a shift of focus from external to internal qualities that support women’s mobility and well-being. keywords: beauty; character; feminism; objectification; women abstrak standar kecantikan yang menekankan atribut fisik merupakan salah satu faktor yang berperan dalam menciptakan lingkungan budaya di mana wanita rentan akan objektifikasi. hal tersebut menunjukkan pentingnya investigasi terhadap karya sastra, seperti halnya film, sebagai sebuah produk budaya sekaligus pembentuk budaya tersebut dimana wanita digambarkan dan direpresentasikan melalui narasi, karakter, dan lainnya. penelitian ini merupakan penelitian deskriptif kualitatif terhadap film i feel pretty dengan menggunakan teori feminis objektifikasi. penelitian ini bertujuan untuk mengeksplorasi penggambaran renee bennett, sang karakter utama, dalam menghadapi konsep kecantikan yang mengobjektifikasi wanita dan bagaimana fenomena itu ditantang oleh film tersebut. hasil penelitian menunjukkan bahwa renee bennett mengalami objektifikasi oleh orang lain, objektifikasi oleh diri sendiri, dan objektifikasi terhadap orang lain dalam konteks standar kecantikan yang berfokus pada penampilan. akan tetapi, film ini menantang konsep kecantikan yang mengobjektifikasi tersebut dengan memperkenalkan konsep alternatif yang berfokus pada kualitas internal atau atribut nonfisik, seperti kepercayaan diri, kecerdasan, dan kesehatan. dengan demikian, film ini merupakan kritik terhadap konsep kecantikan ideal yang mengagungkan fisik, dan mendorong pergeseran fokus dari kualitas eksternal ke kualitas internal yang mendukung mobilitas dan kesejahteraan wanita. kata kunci: feminisme; karakter; kecantikan; objektifikasi; wanita e-issn: 2621-9158 p-issn:2356-0401 *correspondence: difa.zahara@uiii.ac.id submitted: 10 june 2023 approved: 29 june 2023 published: 30 june 2023 citation: zahara, d., m., & farlina, n. (2023). challenging objectification through alternative beauty concepts in the film i feel pretty (2018). celtic: a journal of culture, english language teaching, literature and linguistics, 10(1), 63-80. doi: 10.22219/celtic.v10i1. 27028 mailto:difa.zahara@uiii.ac.id difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 64 introduction “beauty is in the eye of the beholder” is a well-known saying that suggests beauty as a subjective concept that appeals to personal assessment. however, the socialized western beauty ideals prompt the contrasting idea through its prevalent physical qualifications as if beauty is an objective construct. for instance, the disseminated ideals of the embodiment of youth, thinness, leanness, facial attractiveness, model-like figure, as well as voluptuous breast and hip which are commonly encountered through media in modern western society (fredrickson & roberts, 1997; monks et al., 2020; wolf, 2013), suggesting the effort to side with the idea of objective measurements of attractiveness. such naturally unattainable expectations illuminate the understanding of women’s daily rituals with body hairs, blemishes, bulges, and other supposed flaws that they try to have control over in order to resemble acceptable femininity. nevertheless, the drawback of such exclusive ideals that pay particular attention to appearance is the ignorance of the internal values of women as human beings which has been a concern from a feminist perspective. it is especially since women should have been free and autonomous ever since the achievement of the right to vote, political access, and other legal rights. instead, women seem to be trapped in their bodies that are caged by the beauty ideals the patriarchal society generates. this issue of beauty ideals that is immensely physical reflects a pervasive gender issue called objectification. objectification theory, a feminist psychological theory, attempts to explain how cultural objectifying treatment of women influences women’s well-being. women first encounter sexual objectification, internalize such objectifying views, and turn to self-objectification and self-surveillance practices. it is further explained to cause negative subjective experiences (body shame, anxiety, disrupted peak motivational states, and diminished awareness of internal bodily states) and mental health risks (depression, sexual dysfunctions, and eating disorders) (fredrickson & roberts, 1997). however, objectification does not only occur through sexualization (sexual objectification) as practiced through objectifying gaze at women’s bodies, sexual comments, whistles, sexual harassment, exposure to sexualized images of women, etc. (fredrickson & roberts, 1997). women are also objectified through a focus on beauty or physical appearance. both of these treatments dehumanize women and strip off their uniqueness or personality where sexual objectification is associated with lacking uniquely a human dimension (animalistic dehumanization), and the latter reflects the lack of human nature (mechanistic dehumanization) (morris et al., 2018). given the sociocultural significance, it becomes crucial to examine society’s literary works and sites, as well as how they portray women as discussed in previous studies (chaerani & junaidi, 2019; farlina, 2016; novitasari & hia, 2021; setyaningrum, 2020). indeed, films as a form of art or motion pictures that utilize the interaction of image, sound, and movement, and communicate them simultaneously (petrie & boggs, 2018) are the reflection of a society which also create awareness about social issues (thangavelu, 2020). thus, such a unique form of artistic media, when approached from the lens of literature study, becomes important in understanding how the film portrays the objectification of women through its characters and other film elements. in this light, the film i feel pretty celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 65 (kohn & silverstein, 2018) comes to the attention given its story regarding the main character’s preoccupation with western beauty ideals. in the film, the main character named renee bennett is highly insecure about her appearance. however, after experiencing a falling accident that tricks her mind into believing that she has physically changed into a culturally pretty woman or a supermodel, she lives her life differently and does things she previously detained herself from although she never physically changes in the first place. throughout her experiences, renee values physical beauty as the highest value or merit for women in any domain of their lives. previous studies that analyze the film i feel pretty have touched on the issue of the film’s educational values, moral messages, analysis of flouted maxims, symbolical violence, the audience’s perception of the film’s body positivity message, the media’s role in disciplining women’s body, and plus-size women portrayal’s impact to society (baby et al., 2021; ervina, 2019; fortuna, 2022; lusianti, 2021; maharani, 2020; may, 2020; munawar, 2021). however, a more relevant study is the one that finds how the film tries to change viewers’ perception of women’s body standardization through human interaction in the film (mae, 2020). similarly, an interaction study found that the film represents the denial of beauty standards by improving one’s self-quality (ginting et al., 2022). despite the similar discussed issue of women’s beauty and body, the mentioned previous research is mostly communication and media studies, not literature or film studies. thus, by utilizing film theory and detailed analysis of the film elements in examining the issue, this research may enrich the study of the film from a different perspective. moreover, because none of the previous research made use of the objectification theory despite its comprehensiveness in providing an understanding of beauty issues in the film, the importance of this study is raised. furthermore, considering there is an apparent tendency in body discourse among the discussions of women’s beauty, this study approaches beauty in its bigger sense of physical appearance, including the overlooked aspects of faces, clothing, and more to treat objectification beyond its hostile form. in terms of existing previous studies regarding women objectification in fiction and literature works, the fact that they are saturated with discussions on women sexual objectification (deshmukh & mane, 2016; kaur, 2019; permatasari, 2015) for the most part, and significantly little in including general physical appearance (gayathri et al., 2018) that are more subtle and easier to be overlooked emphasizes the research gap this research may lessen. thus, considering these gaps and the problems of research, this paper aims to examine how the film i feel pretty portrays the main female character’s experiences with objectifying western beauty ideals and how the film tries to propose alternative beauty concepts. method as the objective of the research is to understand in deep about how a phenomenon is experienced, especially the objectification phenomena experienced by the main character named renee bennett in the film, this study applies a qualitative approach. indeed, this research does not aim to measure or quantify the objectification state in individuals, but rather to understand in deep about the objectification portrayed in the film i feel pretty (2018). thus, qualitative method is difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 66 the most suitable way of conducting this research where words are collected and analyzed as data in sort of ways instead of numbers and statistics. it also seeks to explore and understand the meaning of social problems (creswell & creswell, 2017). therefore, it allows for the examination of the film as a text from which data are collected and analyzed to understand objectifying beauty ideals as social problems. considering the social problem this study explores is the gender oppression issue of women objectification through beauty ideals, this qualitative research of a film analysis works within a particular theoretical framework of feminist film theory, a framework that discusses how cinema works on patriarchal and mythical women representation and issues (smelik, 2016). the study utilizes the framework specifically by applying the feminist theory of objectification proposed by fredrickson and roberts (1997). thus, this paper is a film analysis of i feel pretty where the researcher plays the part as the instrument of research because they are the ones who gather the information and make sense of it (creswell & creswell, 2017). as for the unit of analysis, the film i feel pretty is chosen for its story which brings about women’s issue of beauty. the film is directed and written by abby kohn and marc silverstein. meanwhile, it is starring amy schumer, michelle williams, emily ratajkowski, rory scovel, naomi campbell, lauren hutton, busy philipps, aidy bryant, and tom hopper. the 110 minutes film is released and distributed in the united states by stx films in the year 2018. in conducting the research, firstly, data collection is done. the researcher watched the film repeatedly and recorded the data by taking notes. the data collection was focused on identifying the main character’s portrayal in relation to beauty in her daily life by paying attention to various film elements, especially dialogue, visual design, cinematography, sound effects and dialogue, and musical score (petrie & boggs, 2018). specifically for dialogue, it was transcribed by the researcher for the better use of data analysis and presented as verbatim in this paper. the diverse film elements not only enrich the discussion but also triangulate the findings in this study. moreover, data from secondary sources were also collected, such as from reading critics and reviews of the film, books, research papers, and journal articles. afterward, the data were analyzed by finding emerging themes from the collected data of the main character’s preoccupation with beauty. in this stage, the objectification theory plays role in understanding these portrayals. thus, in presenting the findings, this paper first discusses how renee bennett is found to be portrayed as objectified, followed by how the film tries to challenge objectification. it is important to state positionality not only in terms of methods taken but also to state that the researcher is a muslim indonesian woman who has been focusing on gender and women issues. this is especially important to address considering the film and the study are specifically in regard to the context of a heterosexual white american female character who lives in the united states. meanwhile, objectification, despite being a shared experience of women, has different manifestations based on an individual’s culture, race, sexuality, and other contexts. celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 67 findings women under the cultural beauty ideals: the portrayal of renee bennet the film i feel pretty revolves around the character of renee bennett, who grapples with societal pressures to conform to prevailing beauty standards. physically, renee is portrayed as having long, blonde hair, an average height, a larger physique, and facial features that do not conform to the idealized concept of attractiveness. therefore, she becomes consumed by her perceived inadequacies in numerous facets of her life, including her social interactions, romantic relationships, and professional endeavors. by applying objectification theory, renee is found to be portrayed as objectified by others, objectified by her own self (self-objectifying), and objectifying others. firstly, renee is objectified by others through gazes and comments where she is discriminated against after a first glance. during renee's application process for a receptionist position at lily le claire company, she experiences instances of being subjected to lingering gazes and unfavorable facial expressions from employees. this unsettling behavior is particularly evident when one employee, accompanied by a disapproving facial expression, directs their gaze towards renee. similarly, in the interview room, one of the boards named helen grey repeatedly gazes at renee’s face and body, reinforcing her determination that renee is not qualified for the job solely based on appearance. these portrayals suggest the denial of renee’s competence due to the primary value of appearance. the setting of the interview room further supports this as renee sits behind a long and wide table which gives a sense of distance from the two model-like examiners, helen grey and avery le claire. moreover, the displayed images of female models and makeup in the office assert the highly valued physical beauty. renee: good morning! customer: hi… you know what, i think i pressed the wrong button. i am looking for lily le claire, and this is not renee: nope, that’s us. welcome to lily le claire. (00:38:58 – 00:39:08) accordingly, renee is also objectified while working as a receptionist at lily le claire. not only does the customer deny renee’s professionality, but the words selection of “this is not” instead of “you are not” while pointing at renee’s appearance reflects how she is treated as an object of sight that lacks subjectivity or viewed as lesser of a human. an establishing shot before the scene gives visual information of how other employees are physically model-like, giving insight into the basis of objectifying treatment towards renee. besides beauty-based objectification, renee is also sexually objectified. this aspect becomes evident when renee dresses in more revealing clothing. indeed, a study showed that despite sizes, women are equally objectified when they dress in revealing clothes (holland & haslam, 2013). it is essential to note, however, that this does not imply that objectification is the sole responsibility of women, as social phenomena demonstrate that modestly-dressed women are not completely immune to such experiences (al-mutawa et al., 2019; zahara, 2023a, 2023b). renee's experience of sexual objectification becomes apparent when she participates in a bikini contest during a date with ethan. such setting facilitates the phenomena as the contestants, along with renee, display their bodies in swimwear. difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 68 in accordance, renee's choice of apparel exposes her legs, arms, and midsection, highlighting her physical attributes. the discourse delivered by the master of ceremonies echoes the reality that renee's body will be the focus of attention. mc: i hope her buns are tighter than this penmanship because uh… this is really hard to read, but uh. (00:48:44 – 00:48:48) such attention to certain body parts, like the hip, reflects the sexualization of women based on fetishized body parts in western culture (wolf, 2013). this becomes especially clear when the master of ceremonies implies that renee's physical attributes, specifically her behind, compensate for her writing abilities, highlighting the explicit sexualization. this behavior is exhibited not only by the master of ceremonies, but also by the audience, who objectifies renee and the other contestants by staring at their bodies, enthusiastically cheering, clapping, whistling, and evaluating their sexualized dance performances. renee is subjected to additional instances of sexual objectification in a chinese restaurant, where she encounters a male security officer while wearing a sleeveless red dress that reveals her cleavage. as renee walks past him, he looks at her breasts, which is emphasized by the deliberate panning of the camera, which captures the guard's fixated gaze on renee's chest. this depiction represents yet another instance of sexual objectification, highlighting the pervasiveness of such occurrences in social contexts. the second form of objectification is self-objectification found in renee’s makeup practices, exercises, and engagements with mirrors. renee owns various makeup, skincare, body care, and hair treatment displayed on three huge shelves and one big makeup box. instead of showing them through a short establishing shot, the film utilizes panning and tilting for a longer time, emphasizing its importance in the characterization of renee. nevertheless, renee's involvement with beauty products, particularly makeup, demonstrates a form of self-objectification whereby she diminishes herself to a mere physical facade. this is evidenced by her consistent application of full-face cosmetics, even while engaging in exercise activities in soul cycle. this behavior exemplifies renee's keen awareness of her appearance and her desire to conform to societal norms. renee: right? yeah, you look really beautiful. vivian: wow! i mean, i feel like pretty, just… i don’t know if i look like me. renee: no, you don’t look like yourself, but you do look like selena gomez in that video when she says ‘it ain’t me’. it is you. like, i recreated it. (00:09:25 – 00:09:41) the dialogue reveals renee’s view on makeup practices. instead to express or connect with internal creative quality, renee believes makeup is used to look other than what one looks or to imitate the appearance of selena gomez. the emphasis on the word “do” delivers the belief that looking like the pop star is something to be proud of. renee's exercise regimen further exemplifies her engagement in selfobjectification, as she endeavors it solely to obtain the thin ideal. she places sole importance on her body's appearance and size, disregarding its inherent functionality and the holistic advantages of physical activity. indeed, renee never celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 69 returns to soul cycle after mistaking her changing appearance, and when she does, she tries to recreate the accident to re-live the magic. in support, the visual framing of renee at the center of the class surrounded by other participants depicts how she only focuses on looks by concentrating on her reflection in the mirror while others focus on breathing and enjoying the workout. additionally, renee's willingness to wear smaller-sized shoes due to shame about her actual size demonstrates another facet of self-objectification as renee mutes her internal feeling of pain like an object that lacks emotion. self-objectification is also found in renee’s appearance monitoring through mirrors. based on the setting of renee’s apartment itself, there is no single room without a mirror which asserts the need for constant appearance checking. in engagements with mirrors, renee evaluates every part of her face and body by gazing, touching, rubbing, and expressing what she feels. renee: i mean, look at me. look at my jawline! no, no, i-i always, i always wanted this to happen! y-you dream that this would happen! but, i never thought it would really happen! i mean, look at me! look at my boobs! look at my ass! i’m… beautiful! (00:25:13 – 00:25:33) this dialogue shows that self-objectification is not limited to one’s appearance dissatisfaction since the main essence is how one values themselves primarily for visual quality. similarly, this monologue is uttered when renee mistakes her appearance for the first time, and such a fragmented self-view is particularly found in people who self-objectify (fredrickson & roberts, 1997). however, one of the most appalling manifestations of renee’s mirror engagement is during sexual intercourse because she is supposed to attend to internal sensations. it reflects what the theory proposed as disrupted peak motivational states due to objectification (fredrickson & roberts, 1997). lastly, the portrayal of renee also includes instances where she objectifies others. one such example occurs when a model named mallory is objectified by renee who secretly gazes at mallory’s face and body in soul cycle’s locker room. the contrast between renee's choice of clothing, a long-sleeved sweater, and mallory's attire, a sports bra and shorts, serves to accentuate visual cues that facilitate objectification. in this scene, the camera captures renee’s face and mallory’s hip in one frame, providing the gazing perspectives. renee: someone said to you, ‘i don’t wanna see you anymore, ever again. i don’t wanna have sex with you again’. somebodysomebody told youyou got dumped?! ... your body, your whole head! do you have every rib that i have? everything really worked out for you. where even are your organs? mallory: well, it’s the thought with being really insecure. so, it’s nice to hear it. renee: shut up forever! what? ... i wanna punch you right in your dumb face right now. (01:34:11 – 01:34:56) after being acquainted with mallory and knowing her breakup story, it is apparent that renee interprets breaking up as the loss of a guy’s sexual desire with difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 70 mallory, showing how renee views mallory as a sexual object in her relationship. the word “see” instead of “meet” to some extent also delivers the idea of mallory as an eye candy which personality, insecurity, and internal feelings are ignored by renee. she furthermore labels mallory as “dumb”, which is evidence of how objectified individuals are perceived as less capable, skilled, or effective in their abilities (loughnan et al., 2017). renee even silences mallory’s feelings by telling her to shut up, and such reduction of someone to appearance and silencing are also indicators of objectification (papadaki, 2019). another others-objectification is done by renee on female models in magazines. on the covers of renee’s magazines, there are female models in offshoulders dress and bikinis, heavy makeup, and beauty topics that encourage women to alter their appearance, and these representations in media are internalized by renee. renee: well grant, i noticed on page six that you are often photographed drinking this pressed juicer green 1.5, correct? i saw that and i brought it here in case you were ever to come in… i’ve also seen you holding a lot of brazilian models, but i didn’t think they’d fit in the fridge. (00:41:02 – 00:41:27) it is apparent that renee reads magazines and internalizes how women are portrayed. the significance of renee's remarks about the female models, particularly in relation to the juice, should not be discounted, as these models are portrayed as submissive, grant-dependent figures to whom they adhere. moreover, grant's unreturning gaze at one of the models on the cover exemplifies an objectifying representation of women (fardouly et al., 2015). renee participates in the objectification of other women as a result of her internalization and application of these perspectives to others. thus, by adapting the view and applying it to others, renee objectifies other women. in conclusion, renee is portrayed as someone who experiences objectification; objectification by others, self-objectification, and objectifying other people. such portrayals reflect the circle of objectification where attention brought to women’s appearances can lead them to self-objectify and objectify others. from this analysis, the objectification in renee’s portrayals reveals that the underlying key to objectification is the value placed on appearance-focused beauty ideals. therefore, in challenging this pervasive gender issue, alternative concepts of beauty are required. the alternative beauty concepts: confidence, intelligence, and health based on the discussed portrayal of renee, it can be discerned that in a culture that holds appearance-based beauty ideals, women are vulnerable to objectification that disturbs their internal state and interfere with their social mobility. indeed, renee previously holds herself back from her dream job, social engagement, love relationship, etc. due to her lack of physical beauty conformation. therefore, the way the film presents renee as achieving those goals when she mistakenly believes that her appearance changes imply the idea that what makes her succeed are non-physical qualities, especially since her physique never actually changes. in other words, the film proposes alternative concepts of beauty that are celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 71 no longer universal or ‘one size fits all’, but concepts that allow women to connect or attend to their bodies, reflecting the attempt to challenge objectification. self-confidence as beauty the film presents self-confidence as a form of beauty through various means, including renee's communication style, her willingness to take on new challenges, the inclusion of diverse-looking women as models, and her transformation in the way she dresses and walks. firstly, the depiction of renee as more active and confident in talking shows how this film challenges the objectification of women. as dehumanized women are characteristically denied from meaningful conversations or dialogue (prażmo, 2022), thus behaving in a more object-like manner and become more passive, renee’s transformation in this aspect is apparent in how she becomes brave to initiate conversation and approach ethan, her love interest. this stands in stark contrast to her previous passive approach to finding love, wherein she waited for men to approach her on an online dating platform. moreover, the way she talks to ethan with no stutter and accompanied by genuine eye-contact show how she is confident, making ethan attracted to her as he later gives credit to her selfconfidence which makes renee “perfect” and “beautiful”. self-confidence is also observed in how renee speaks out when a customer judges her as unattractive. this poignant moment highlights her ability to reclaim her body through verbal assertion. notably, grant le claire, who happens to be standing behind the customer, is drawn to the customer's display of confidence. the fact that grant, whose daily interactions revolve around models, signifies how selfconfidence outweighs physical qualities. self-confidence is also found in the way renee challenges herself to explore new things, especially since one of the characteristics of objectified women is passive and restraining themselves (zahara, 2023b). this trait defies objectification as renee actively explores various activities in life. for instance, renee’s final act of applying as lily le claire’s receptionist job is the manifestation of confidence itself after she previously denies it, especially considering one of the job requirements to be “full of confidence”. during her application, a song played as the back sound with the lyrics “if i was you, i’d wanna be me too”, asserting self-confidence as beauty. certainly, self-confidence leads renee to impress the avery the ceo and further accepted as the office’s receptionist. this is a peculiar decision for avery as all of lily le claire’s employees are physically model-like and renee is the first to break that standard. by accepting renee as the first face or the image people see when they step into the office, this film challenges that beauty in physical appearance can be alternated with beauty in self-confidence. simultaneously, selfconfidence opens up life opportunities renee previously believes as achievable only if she embodies the physical beauty ideals. the film also portrays self-confidence as a form of beauty through the inclusion of diverse-looking women as the representatives of lily le claire's new diffusion line, deviating from the initial plan of featuring a single model, mallory. there are pictures of black, white, asian, caucasian, old, young, overweight, skinny, straight-haired, curly-haired, glasses-wearing women, and more. each woman exudes a sense of contentment, radiating confidence in their distinctive appearances. difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 72 renee: when we’re little girls, we have all the confidence in the world… somebody says something mean to you on the playground, and then we grow up, and you doubt yourself over and over again until you lose all that confidence, all that self-esteem, all the faith you started with is gone… what if we never lost that little-girl confidence? what if when someone tells us that we aren’t good or thin or pretty enough, we have the strength and the wisdom to say what i am is better than all of that? (01:40:57 – 01:42:04) renee's monologue at the launch of her diffusion line is a pivotal moment in the film in which she realizes that her physical appearance has not altered. this realization is a potent demonstration of the film's central message: beauty transcends conformity to a single, rigid physical standard. it emphasizes the significance of embracing and exuding confidence in one's distinct qualities and genuine individuality. by focusing on women’s competence or internal qualities, it is evident that they are challenging the idea of individuals lacking in warmth, competence, morality, and humanity, which are some of the negative implications of objectification (loughnan et al., 2017). furthermore, the setting of this event titled “celebrating 50 years of beauty” contextualizes self-confidence as what truly makes women beautiful. besides working for a beauty company, self-confidence also brings renee to join a bikini contest. this film tries to show how renee’s confidence at the contest makes her liked by the audience compared to other contestants who are skinny, toned, and model-like. through the utilization of elaborate lighting techniques, close-up shots, panning movements, and slow-motion effects, the film effectively captures and conveys renee's exhilaration and enjoyment during her performance. it delivers the idea that to have an imperfect body according to ideals is overpowered by confidence in terms of attractiveness. nonetheless, from a critical standpoint, this scene may be regarded as presenting a paradoxical strategy for challenging objectification. while a bikini contest celebrates the concept of selfconfidence, it is essential to recognize that, by its very nature, it involves the sexual objectification of women. consequently, although the scene's primary objective is to challenge the prevalent beauty standards, it operates within a framework that views women as objects of sexual satisfaction. following the discussion, self-confidence is also proposed through the way renee dresses. the film portrays renee's evolving sense of fashion, which becomes more varied in terms of style and color selection, as a manifestation of her growing self-confidence. whereas her previous outfits may have been relatively uniform, renee is depicted wearing a wider range of clothing styles, including one-piece dresses, sleeveless garments, and outfits with lower necklines and patterns. while this shift in her wardrobe might initially give the impression that confidence is equated with dressing more provocatively, the underlying message is actually centered around confident individuals being at ease with their bodies. as a result, their fashion choices are no longer constrained by societal norms, and they are no longer burdened by concerns regarding how others perceive them. lastly, the manner in which renee walks also demonstrates her selfassurance. renee begins to walk with a newfound confidence, characterized by celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 73 larger, lighter, and more buoyant steps, after the incident in which she mistakenly believes her appearance has altered. this is in striking contrast to her previous hurried commutes to work, which were accompanied by a tired expression on her face. renee is depicted smiling and listening to a song with the lyrics, "this girl is on fire," as she strides confidently, effectively conveying her internal state of empowerment. the film employs various visual techniques in this scene to emphasize the significance of renee's confident walks. slow-motion cinematography, a full-body shot, and a prolonged take are utilized to provide intricate visual details of her assertive strides on her way to work. notably, this scene functions as the film's poster, emphasizing its narrative significance and highlighting the inherent connection between physical beauty and one's inner emotions, as expressed through actions such as walking. moreover, because an objectified woman tends to restrain their movements or take less space (zahara, 2023b), by showing renee’s confident walks that take more space and wider movements, the challenge against objectification is apparent. intelligence as beauty besides self-confidence, the film introduces intelligence as another beauty alternative. in objectification study, intelligence is indeed one of the qualities considered as human attributes which differentiate humans from non-humans (morris et al., 2018). accordingly, how the film presents renee as achieving her dream career, getting promoted at work, starting a relationship, and being liked by other people is found to be facilitated by her intelligence. these accomplishments are especially crucial since they are socialized in western culture to be achievable if women embody attractive appearances. first of all, renee’s intelligence can be seen in how passionate and knowledgeable she is about the beauty industry as her career field. her aptitude becomes evident in various instances throughout the film. she effortlessly articulates the names of lipstick shades with precision, possesses the ability to identify lipstick shades at a single glance, exhibits a comprehensive understanding of the design and layout of lily le claire's products, and contributes numerous ideas for the launching of the diffusion line. these competencies not only demonstrate renee's intelligence within the sphere of the beauty industry, but also garner recognition and appreciation from lily le claire's decision-making boards. renee distinguishes out from other employees due to her extensive knowledge, demonstrating that intelligence can serve as a viable alternative to physical beauty. renee's intelligence becomes even more significant when juxtaposed with the other employees at lily le claire, especially those who possess the conventional model-like appearance but lack expertise in the beauty market. this striking contrast emphasizes renee's intellectual abilities. unlike her colleagues, renee demonstrates a deep understanding of the industry and showcases her ability to make informed decisions. renee's suggestion to include a blush application brush in the new product is a notable illustration of this disparity. her understanding of customer preferences and market trends surpasses that of her colleagues, including the company's ceo, avery le claire. in fact, avery seeks renee's assistance while in a physically vulnerable position, squatting down, which gives a sense of power to difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 74 renee as someone who knows more, especially since it depicts avery’s eye level that looks up at renee while renee looks down at her. avery: no, if you think it’s a shitty idea, please tell me cause i’m really freaking out about this whole thing. renee: from what i can gather just, you know, from my friends. those professionals at the makeup counter are actually a deterrent... that’s why these regular girls flock to the anonymous aisles of a big superstore… avery: i’m just a stupid idiot, dumb bitch. (00:54:37 – 00:54:15) for a ceo to approach her receptionist who is not a part of the production team and lowers herself shows how renee is competent. avery’s reaction to the insight while thinking she is stupid and later expressing gratitude for having renee even though she already employs many attractive employees further emphasizes the idea that a beautiful physique is not as valuable as intelligence. indeed, renee’s knowledge leads her to succeed in her career through various opportunities other employees do not have, such as being invited to a private dinner with the boards, invited to a work trip, and even promoted as the vice president of the diffusion line despite working for shorter periods. it proves how intelligence opens up life opportunities and pleasure, something believed by renee to be significantly dependent on the way women look. the concept of intelligence as beauty is further exemplified by its effect on renee's likability. unlike some of the previous receptionists at lily le claire, renee possesses a friendly demeanor, always wears a warm smile, and enthusiastically greets office visitors. in addition, she goes above and beyond by offering genuine compliments to those she interacts with. individuals who interact with renee frequently respond with smiles and a general sense of contentment, demonstrating the effect of her interpersonal intelligence. resisting the idea of popularity as associated with being physically good-looking, this film shows that renee’s likability is not because of her physique, but rather her interpersonal intelligence. health as beauty besides self-confidence and intelligence, the film further proposes health as an alternative concept of beauty. this concept is seen through the emphasis on the importance of bodily function, such as health and fitness, instead of bodily appearance as the motive for exercise. through such an emphasis on the nonobservable qualities of the body, health is shown as a beauty concept that challenges women’s objectification. as previously discussed, renee's initial motivation for exercise revolves around the mere pursuit of the thin ideal, which is indicative of self-objectification. however, the film’s ending scene defies such self-treatment where renee returns to soul cycle where she engages in exercise for the purpose of her health. the deliberate choice of this scene as the film's ending, rather than the previous scene of renee and ethan kissing does not only reflect the importance of health, but also the idea that being beautiful is not about attracting men as the end results, but how women can connect, feel, and truly live in their body. serves to emphasize the significance of prioritizing one's well-being. celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 75 renee’s health motive for exercise is apparent in her action that does not focus on looking at the mirror anymore. instead, renee smiles and pays attention to her breathing. these actions reflect the shifting of priority from bodily appearance to bodily function. cinematically, the camera only focuses on renee, zooms into her face, and does not capture mirrors and other objectifying cues in the class anymore. this visual representation illustrates the importance of focusing on oneself and how one feels or connects with the body instead of comparing one looks to another. luna: i don’t know what you came in here for today, but the miracle is already here. you just have to open up your heart and receive it. i want you to look into the mirror… [sound fades out] (01:45:50 – 01:45:57) in the previous soul cycle class, this kind of monologue of luna is what motivates renee to exercise fully until she falls off and experiences the accident. however, this time, the sound utilized supports the idea of health as beauty by how luna’s voice fades out and changes into a song with the lyrics “baby, how you feeling? feeling good as hell”. furthermore, as it is also followed by the film title, i feel pretty, the positivity renee feels while exercising is communicated. indeed, physical activity like exercise is beneficial in improving someone’s mood, and general physical health as well as mental health. thus, the film proposes health as something that makes someone beautiful by showing how a healthy activity like exercise can improve women’s mood and make them feel good about themselves because it is an act of self-care and self-love. furthermore, by showing how renee finally exercises without the primary intention to alter her body, the objectification of women as objects to be seen and evaluated is challenged. discussion i feel pretty vs. i look pretty: challenging women objectification the previous discussions have touched upon the portrayals of renee as a character who experiences objectification and how the film attempts to challenge it. the discussion has shown that the cultural beauty ideals are disadvantageous for women’s mobility and psychological well-being, thus alternative concepts of beauty are needed. in this light, the characteristics of objectification itself should be interfered. since objectification occurs when one’s physical appearance (observable physical attributes) is merely or primarily valued in comparison to their competence or internal qualities (non-physical attributes) (fredrickson & roberts, 1997), shifting the focus toward women’s competence or internal qualities helps to challenge the objectification. this shifting to internal qualities is indeed found in analyzing the film i feel pretty as the film introduces alternative concepts of beauty, namely self-confidence, intelligence, and health. these concepts are in line with previous studies as they are contributive in the attitudes of resisting objectification. self-confidence is found to moderate the relationship between objectified body consciousness and social interaction anxiety (appu & lukose, 2022). intelligence is also considered as one of the human attributes which is perceived as lacking in women who are objectified (morris et al., 2018). similarly, another study found that objectified women are indeed perceived as lacking in mental capacity (kellie et al., 2019). finally, health, as manifested in difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 76 focus on bodily function instead of appearance, prevents and reduces the state of objectification (alleva et al., 2015; o’hara et al., 2014). not only do these three concepts found in this research strengthen the previous studies, but it also contributes to literature studies on objectification that are saturated with sexual objectification of women characters, overlooking the beauty or appearance-based objectification. what needs to be discerned is that these alternatives are not observable solely through outward appearance promoted as rigid concepts. given how confidence, intelligence, and health are abstract constructs instead of physical, they can be manifested differently and not only limited to renee’s experiences in the film. for instance, women’s confidence in public speaking, women’s intrapersonal intelligence, or their recovery from eating disorders are some of the different manifestations. it also shows how these non-physical concepts are subjective and contextual or treat women as humans with different backgrounds and conditions. thus, the conception and manifestation of beauty itself are encouraged to come or grow from the women themselves as autonomous beings, not from external ideas, people, or the culture that impose them and contaminating their sense of value, showing the rejection of beauty ideals as a form of social control over women. especially, since what is wanted from such objectifying ideas is not female beauty, but female obedience (wolf, 2013). therefore, the film attempts to shift the idea of beauty from something physical and universal to non-physical and contextual. such non-competitive, non-hierarchal, and non-violent nature is indeed the characteristics sought in the embodiment of beauty (wolf, 2013). accordingly, these alternatives are also what bring renee to achieve love relationship, dream job, or life pleasure in general. it supports the idea of wolf (2013), a feminist scholar, that beauty is supposed to bring pleasure into women’s life instead of taking it away through discrimination based on physical qualities women do not completely have control over. thus, these proposed alternatives are not only treating women as humans but also as humans of pleasure or happiness. in conclusion, the alternative beauty concepts proposed view beauty as no longer restricted to universal ideas of physical conformation. this encourages women to not only pay more attention to the three alternative concepts found in the film, but also to further look critically or explore before holding onto any idea of beauty. such exploration that foregoes a committed idea of beauty results in women without a foreclosed identity of beauty, but they rather are active agents or subjects of what determine themselves as valuable. conclusion the appearance-based beauty ideals socialize women as objects to be seen and evaluated which is further internalized by women in perceiving their values. this shows that the existing ideals do not only threaten women’s right to be free from dehumanization but also shows that women have been actively performing the gendered ideals and maintaining the dehumanizing treatment by internalizing and acting according to the imposed ways of valuing themselves. this indicates the need for women to break free from the uncritical submission towards the imposed external ideals, and take an active role in finding beauty concepts from within themselves, such as beauty that is beyond the physical and involves women’s celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 77 internal qualities. these values are found in the film as qualities that actually improve renee’s life. it is as reflected in the title of the film, i feel pretty, since what makes women beautiful is not merely their looks, but also how their qualities make them feel beautiful inside. therefore, this film is found to be constructing meaning and proposing ideas of alternative concepts of beauty. it calls for positive images of women in cinema by rejecting the oppressing beauty ideals and encouraging autonomous ones. this study has its limitation as it focuses on the objectification experience of heterosexual white american women in western culture. future research on the diverse context of other cultures or the women of minority groups, especially in literature and film studies which has been lacking in contrast to social studies, is encouraged. furthermore, suggestions on studying women’s characters and the issue of objectification need to include the overlooked form of objectification, such as the normalized practices of women’s makeup application, fashion montage, exercise, mirror-gazing, relationships, etc. in other words, discussing women objectification in literature and films need to be more critical or not only focus on the hostile forms of objectification. references appu, a. v., & lukose, m. v. 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(2019). kekerasan simbolik terhadap perempuan dalam film i feel pretty [universitas bakrie]. http://repository.bakrie.ac.id/id/eprint/3053 difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 78 fardouly, j., diedrichs, p., vartanian, l., & halliwell, e. (2015). the mediating role of appearance comparisons in the relationship between media usage and selfobjectification in young women. psychology of women quarterly, 39, 447–457. https://doi.org/10.1177/0361684315581841 farlina, n. (2016). representasi kekerasan simbolik terhadap perempuan betawi dalam novel kronik betawi karya ratih kumala. dialektika: jurnal bahasa, sastra dan pendidikan bahasa dan sastra indonesia, 3(1). https://doi.org/10.15408/dialektika.v3i1.4181 fortuna, l. d. 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(2021). analyzing the flouted maxims done by the main character in i feel pretty movie [universitas jember]. http://repository.unej.ac.id/xmlui/handle/123456789/107997 mae, j. (2020). penggambaran tubuh perempuan dalam film i feel pretty [universitas pelita harapan]. http://repository.uph.edu/id/eprint/6096 maharani, p. (2020). the analysis of educational value in “i feel pretty” movie by abby kohn and marc silverstein [universitas muhammadiyah palembang]. http://repository.um-palembang.ac.id/id/eprint/11083/ celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 79 may, m. (2020). i feel pretty and unseen: a rhetorical analysis of weight bias in film reviews. virginias collegiate honors council 2020 conference. https://digitalcommons.odu.edu/vchc-conference/2020/flashtalks/8/ monks, h., costello, l., dare, j., & boyd, e. r. (2020). “we’re continually comparing ourselves to something”: navigating body image, media, and social media ideals at the nexus of appearance, health, and wellness. sex roles. https://doi.org/10.1007/s11199-020-01162-w morris, k. l., goldenberg, j., & boyd, p. (2018). women as animals, women as objects: evidence for two forms of objectification. personality and social psychology bulletin, 44(9), 1302–1314. https://doi.org/10.1177/0146167218765739 munawar, i. (2021). an analysis of moral message on kohn’s i feel pretty movie [universitas pasundan]. http://repository.unpas.ac.id/id/eprint/53307 novitasari, n. f., & hia, n. i. a. (2021). cyberbullying in movie cyberbully: an analysis from the pyschological perspective. celtic : a journal of culture, english language teaching, literature and linguistics, 8(1), article 1. https://doi.org/10.22219/celtic.v8i1.16393 o’hara, s. e., cox, a. e., & amorose, a. j. (2014). emphasizing appearance versus health outcomes in exercise: the influence of the instructor and participants’ reasons for exercise. body image, 11(2), 109–118. https://doi.org/10.1016/j.bodyim.2013.12.004 papadaki, e. (2019). feminist perspectives on objectification. in the stanford encyclopedia of philosophy. https://plato.stanford.edu/archives/sum2018/entries/feminismobjectification/ permatasari, f. x. n. n. e. p. i. (2015). objectification of women as seen through anastasia steel in fifty shades of grey by e.l james. sanata dharma university. http://repository.usd.ac.id/id/eprint/3805 petrie, d. w., & boggs, j. m. (2018). the art of watching films (9th ed.). mcgraw-hill education. prażmo, e.m. (2022). in dialogue with non-humans or how women are silenced in incels’ discourse. language and dialogue. https://doi.org/ 10.1075/ld.00119.pra setyaningrum, r. w. (2020). ihab hassan postmodernism’s indeterminacy and irony: laura brown’s inner conflict in the hours. celtic : a journal of culture, english language teaching, literature and linguistics, 7(2), article 2. https://doi.org/10.22219/celtic.v7i2.14116 smelik, a. (2016). feminist film theory. in a. wong, m. wickramasinghe, r. hoogland, & n. a. naples (eds.), the wiley blackwell encyclopedia of gender and sexuality studies (pp. 1–5). john wiley & sons, ltd. https://doi.org/10.1002/9781118663219.wbegss148 thangavelu, a. p. (2020). film as a reflection of society: reception of social drama in tamil cinema. in handbook of research on social and cultural dynamics in indian cinema (pp. 185–196). igi global. wolf, n. (2013). the beauty myth: how images of beauty are used against women. random house. zahara, d. m. (2023a). coping with objectification: female english literature students’ physical identity development as emerging adults. ijelr: difa mahya zahara, nina farlina challenging objectification through alternative beauty concepts in the film i feel pretty (2018 80 international journal of education, language, and religion, 5(1), 32–50. https://doi.org/10.35308/ijelr.v5i1.6058 zahara, d. m. (2023b). the objectification of the covered: understanding muslim female students’ passivity in physical activities. muslim education review, 2(1), 5–26. https://doi.org/10.56529/mer.v2i1.160 67 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 an analysis of authentic material used in teaching english at sd puri asah dasar avesiena green school malang yuhalisana primadona. 1 , santi prastiyowati 2 english language education department, university of muhammadiyah malang– indonesia 1 ; english language education department, university of muhammadiyah malang– indonesia 2 yuhalisanaprimadona@gmail.com; abstract authentic material is a material which is used by the purpose to imitate the real-world situations. in addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. however, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the englishteacher in using the authentic material of sd puriasah dasar avesiena green school malang. descriptive qualitative research design was used in this study. the techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. the subject of this research was an english teacher of sd puriasah dasar avesiena green school malang. the result of the research showed that there were forty-eight authentic materials were used in five times observations. the researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to authentic visual material, two referred to authentic printed material, and the rest forty-five referred to realia which meant it was the most favorable authentic material used by the english teacher. in using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. by seeing and holding the real thing, it made the students interested and experienced the real situation. in this case, the problem faced by the teacher was in finding the authentic material which adjusted the students’ grade and topic. keywords: authentic material, green school, teaching, teaching material introduction nowadays, teaching is considered as one of the most important part of the learning process. in teaching, the role of a teacher is to help learners learn. teachers are responsible for a large amount of what happens in the classroom such as what is taught, the resources used, the type and order of activities, classroom management, assessment, feedback, correction, and many more. it is also the part of a teacher’s job to encourage learners to take responsibility for their own learning and become active learners. the quality of learning is highly dependent on students’ motivation and teacher’s creativity. high motivated learners who are supported by teachers, who are able to facilitate the motivation, will lead the success of achieving the target learning (goria, speicher, &stollhans, 2016). a good learning design which is supported by a good facility and 68 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 creativity of teachers such as the use of teaching materials will make the learners more easily in achieving the target of learning. in other words, the presented material which does not really attract the students’ interest in learning will not be able to help the students understand the lesson better (azri& al-rashdi, 2014). to decrease it, the teachers are demanded to teach effectively by using interesting media, technique or even material. teaching material refers to a number of resources that teacher uses to deliver instructions. however, it usually refers to concrete examples, such as worksheet or object around. appropriate teaching materials are very important because they can significantly increase students’ achievement by supporting student learning: one of the commonly use is authentic material. according to herod (2002), authentic learning material and activities are designed to imitate the real-world situations. in line with it, jacobson, et.al (2009) see the authentic material as a printed material which is used in the classroom in the same way they would be used in real life. in conclusion, authentic materials are the material that can exposed the students to the real language. it can be from many things that we can find around the class. generally, they are print, video, and audio materials that students encounter in their lives such as atm receipt, web sites, street signs, coupons, calendars, magazines, newspapers, movies, tv programs, phone massages, radio broadcast, and so on. as explains by gebhard (1996), there are four kinds of authentic material such as authentic listening/viewing materials, authentic visual materials, authentic printed materials, and realia. in general, authentic materials help the students bridge the gap between the classroom and the outside world. however, it is in line with the concept of green school. green school is one kind of school which frequently use the authentic material in the learning process considering its curriculum which closes to nature and mostly does an outdoor class activity. its concept is to create a healthy and conducive environment to learn while saving energy and environmental resources. one of the advantages of a green school is it will increase the student’s performances due to a lack of fresh air can reduce student concentration and cause them feel bored in paying attention. since english as a foreign language that is taught at school, the teacher must be able to choose and use appropriate teaching material to support their teaching so that it will make the students more interested in learning english. departing from the background above, the researcher wants to conduct a research which concerns in the teaching material used by the teacher in teaching english. this research takes place in sd puriasah dasar avesiena green school malang. it is a part of the green school of avesiena malang (saam), which is a school with the concept of universe-based education. thus it is believed that the purpose of 69 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 education is to accompany students to grow up. not only able to use of what is available in nature, the students are also expected to love and maintain the natural environment. outdoor class activity will create a fun learning atmosphere: it is expected that the students will enjoy the class and happy during the learning process. method in conducting this research, the researcher used descriptive qualitative research design. the subject of this research was an english teacher of sd puriasah dasar avesiena malang who used the authentic material in the learning process at the 1 st -5 th grade. in collecting the data, the researcher conducted non-participant observation; the researcher joined the class without any intentional interaction during the teachinglearning activity. the research has been carried out in five times observation using field notes as the instrument to help the researcher in presenting the readable data. however, semi-structured interview was conducted with the english teacher while interview guides was used as the instrument to guide the researcher to conduct the interview structurally. findings kinds of authentic material based on the observation, the researcher found some authentic material which were used by the english teacher at the 1 st -5 th grade. the following table presented the authentic material used in teaching english at sd puriasah dasar avesiena green school malang. table1 the kinds of authentic material used at sd puriasah dasar avesiena observation date class topic authentic material october 1 st , 2018 4 th grade gardening pot, broom, banana tree, orchid. printed pictures of garden tools. october 2 nd , 2018 3 rd grade the shape of thing lamp, hat, cap, wallet, broom, dustbin, ruler, wallet, clock, pot, teapot, statue, shoes, blackboard, whiteboard, calendar, window, water, bottle, ink, pencil, pen, pencil case, purse, poster, pencil sharpener, rubber, correction pen, board marker, plastic, scissor, glasses, balloon. october 3 rd , 2018 1 st grade the afternoon activity sajadah, peci, mukenah, prayer seeds, sarong october 4 th , 2018 2 nd grade the bean green beans, rice beans, corn beans 70 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 october 5 th , 2018 5 th grade transportation motorcycle, bicycle (part of bicycle: basket, pedal, steering wheel). based on the authentic material listed, there were fouty-eight authentic material used by the teacher in teaching english at the 1 st -5 th grade. the use of authentic material the topic of the first observation was about gardening at the 4 th -grade. first, teacher opened the class, and then discussed a little bit about the previous lesson. the teacher discussed about gardening. the teacher asked “what is the meaning of gardening?” a student raised her hand then answer “berkebun.” after that, the teacher asked the students to go around the school. they found banana tree. next, they went back to the class, then the teacher sett the class into u-form so that the class circumstance conducive. the teacher took an orchid and explained its part; start from the root, stalk, leave, also the flower. besides, the teacher took a broom and explained that the broom is also a wood product. the second meeting was held at the 3 rd -grade while the topic was about the shape of thing. the teacher opened the class first, reviewed the previous lesson and told that they will learn about the shape of thing. there are three kinds of the shape of thing: solid, liquid, and air. next, the teacher and the students walked around the school to find out some things related to the topic. they found a lot of thing such as lamp, broom, dustbin, wallet, clock, pot, teapot, statue, shoes, blackboard, whiteboard, calendar, window, water, ink, purse, poster, rubber, board marker, printed pictures of garden tools. they discussed its shape while walking around. after that, they came back to the class. the teacher continued the explanation using the students’ equipment as the example such as hat, cap, ruler, bottle, pen, pencil, pencil case, correction pen, pencil sharpener, plastic, scissor, glasses, and balloon. in the end of the lesson, they reviewed the lesson and thank to allah for the grateful day. the third observation was done at the 1 st -grade. the topic was about the afternoon activity. the teacher opened the class and asked about the students’ life. next, the teacher asked what the students do in the afternoon to connect to the topic. some students said that they are praying dhuhur. then the teacher showed them the praying tools that have been prepared before such as sajadah, mukenah, peci, prayer seeds, and sarong. all students were excited answering the teacher’s questions. before going home, the teacher gave some questions. the one who cannot answer would go home late. this day, they spend the whole time to learn in the class. the fourth observation have been conducted at the 2 nd -grade. the topic was about the bean. it was apparently related to the thematic lesson after the english lesson. the topic in the thematic lesson was making mosaic from the bean, while the english 71 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 lesson introduce the bean first. there were three kinds of bean that the teacher showed: green bean, rice bean, and corn beans. the teacher opened the class first and asked the students to prepare the english lesson. the teacher showed some kinds of bean, and asked the students to hold it. students were excited during the learning process. not only learned kinds of bean, the students also learned about the beans’ color, its shape, and also count the seeds. the last observation was done at the 5 th -grade. the topic was about transportation. initially, the teacher opened the class and asked about the students’ condition. then, the teacher asked some questions related to the topic like what kinds of transportation they know, what kinds of transportation they usually use to go to school, and so on. some students raise their hands to answer the question excitedly. after a few minutes brain storming, the teacher asked the students to go around the school. they looked at one of the student’s bicycle and start to learn about the parts of bicycle and its functions. the teacher asked the students one by one while mentions the parts of bicycle such as basket, pedal, steer, wheel, and many more. after that, they move to the aula then the teacher gave an assignment. in the end of the lesson, the teacher asked some questions, the one who could answer fast could go home first. the problem faced by the english teacher in using authentic material based on the interview conducted on october 13 th , 2018, the teacher said that the problem in using authentic material was about arranging the lesson plan. it was about choosing what material which is appropriate with the student’s grade and relate to the topic. the teacher stated that: “first, the teacher must be creative in finding the authentic material since not all objects can be used and appropriate with the student’s grade. for example, the use of chair as the authentic material between small and large classes. for the first grade, it might be okay. but it will become bored for the large classes.” moreover, sd puriasah dasar avesiena green school malang is also an inclusive school. in every class which consists of ten to fifteen students, it consists of one to three students with special needs. therefore, the real object was considered as the appropriate material to use since young learner like to learn from the real things they see rather than see it only on a picture or listen the teacher’s explanation. it was proven by the teacher in interview section “it is more interesting rather than lecturing method. most of students might just stay for five minutes to listen to the teacher, then they will look to other view.” additionally, the school circumstance supports him to use authentic material since sd puriasah dasar avesiena is a green school which the curriculum is close to nature. discussions the kinds of authentic material 72 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 based on the research findings, it showed that there were 48 authentic materials used by the teacher in teaching english at the 1st-5th grade of sd puriasah dasar avesiena malang. gebhard (1996) has classified the kinds of authentic material into four. furthermore, the finding showed there are three kinds of authentic material used in teaching english at sd puriasah dasar avesiena green school malang. they are: authentic visual material, authentic printed material, and realia. by those 48 authentic materials, only one referred to authentic visual material, two referred to authentic printed material, and the rest forty-five referred to realia which means it is the most favorable authentic material used by the english teacher. the researcher classified the findings based on the gebhard theory as follow: • authentic visual material: poster • authentic printed material: calendar, printed pictures of garden tools • realia: pot, broom, banana tree, orchid, lamp, hat, cap, wallet, broom, dustbin, ruler, wallet, o’clock, teapot, statue, shoes, blackboard, whiteboard, window, water, ink, pencil, pen, pencil case, purse, pencil sharpener, rubber, correction pen, board marker, plastic, scissor, glasses, balloon, sajadah, peci, mukenah, sarong, prayer seeds. green beans, rice beans, corn beans, bicycle, motorcycle.however, the authentic listening-viewing material did not find since sd puriasah dasar avesiena is a green school which is mostly learning activities are involving surrounding object and nature. the finding was actually appropriate with the concept of green school that mostly does an outdoor class activity, and utilize the nature. the useof authentic material in applying the authentic material, the teacher always started the class by praying, then reviewed the previous lesson, and attracted the students’ interest by asking their health, their activities, and so on. in a first few minutes, the teacher usually discussed a little bit about the topic. after that, the teacher and the students walked around the school to find out the real object related with the topic. by seeing and holding the real thing, it makes the students interest and experience the real situation. it supports the theory of heitler (2005) who mentioned that authentic material bring learners into direct contact with a reality. inaddition,green school makes children not glued to the theory only, because they can also learn and experience knowledge from nature. the problem faced by the english teacher in using authentic material green schools are also usually an inclusive school (suhendi, 2011). it was one of the problems faced by the teacher of sd puriasah dasar avesiena green school malang about how to present the lessons well for both the regular students and the students with special needs. furthermore, the use of authentic material was expected to 73 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 make the students interest and easy in achieving the target of learning. it was a challenge for the teacher to find the appropriate authentic material according to the topic and the students’ grade. however, the finding did not prove the theory of tamo who mentioned: 1) authentic material takes much efforts and times to prepare. 2) authentic material containing difficult language and difficult vocab. 3) authentic material contains unfamiliar content. 4) authentic material were culturally biased. it might be because the topic for elementary students were not that too complicated so it effected the use of the teaching material. furthermore, the school environment supports the teacher to use the surrounding objects as the teaching material. however, the theory of green school proved that the kids are learning more when they are involved in open-class situation. conclusion based on the result of the research, the researcher found kinds of authentic material, how the use of authentic material, and the problem faced by the teacher in using the authentic material at sd puriasah dasar avesiena green school malang. based on the findings of the research, the researcher concluded that the teacher used three kinds of authentic material in teaching english at the 1 st -5 th grade namely authentic visual material, authentic printed material, and realia. in using authentic material, the teacher utilized the school environment where sd puriasah dasar avesiena green school malang really supports the use of the authentic material itself. the teacher usually started the lesson inside the classroom, gave some explanations then continued the lesson outside the classroom. in outdoor class activity, they found some things related to the topic. its aims were to make the students experience the learning fun and easy to memorize the lesson. after that, they moved back to the class, closed lesson that usually ended with quick questions or reviewed the material. a problem sometimes found by the teacher in using the authentic material. the problem was about in finding the appropriate material adjusted the students’ grade and the topic. however, sd puriasah dasar avesiena malang is a green school that also inclusive school. in the class which consist of ten to fifteen students, one to three of them were students with special needs. it was another teacher’s challenge to teach both regular and students with special needs easy and fun by utilized the authentic material. references azri, r. h. al, & al-rashdi, m. h. (2014). the effect of using authentic materials in teaching. international journal of scientific & technology research, 3(10), 249– 254. 74 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 gebhard, j. g. (1996). teaching english as a foreign or second language: a teacher self-development and methodology guide, 280. goria, c., speicher, o., &stollhans, s. (2016). innovative language teaching and learning at university: enhancing participation and collaboration. united kingdom: research-publishing.net. heitler, d. (2005). teaching with authentic materials. encuentro, 6(2), 10(7). https://doi.org/10.3126/nelta.v11i1.3132 herod, l. (2002). adult learning: from theory to practice. jacobson, d. et. al. (2009). methods for teaching. united states: pearson. suhendi. (2011). belajar bersama alam. sou publisher. tamo, d. (2009). the use of authentic materials in classrooms. lcpj, 2(1991), 74–78. https://doi.org/10.3126/nelta.v11i1.3132 36 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 promoting lesson study at english for specific purposes (esp): teacher’s best practice context masyhud 1 english language education department, university of muhammadiyah malang– indonesia 1 e-mail: masyhud863@umm.ac.id abstract english for specific purposes (esp) is an exciting movement in language education. it widens the opportunities for english teachers and researchers to explore the curriculum, course planning and implementation of esp education. however, there are several problems in teaching esp. one of the most problems is students’ engagement in the class because they felt learning english unrelated to their major. therefore, this research concerns to investigate the implementation of lesson study in teaching english for specific purposes (esp) to sharpen the students’ critical thinking. lesson study has been a precious motion for recent decades, principally for the sake of teachers’ professional development and students’ critical thinking. this research involved 5 esp teachers. they acquired equal chance to be a teacher model and observer in the ls process. this research conducted in 2 cycles with three phases; plan, do, and see. this research employed observation and document analysis as the tools to collect the data. this lesson study was implemented into two stages, planning and implementation. however, it can encourage the students to participate actively along the learning process because cycle 1 can provide student’s participation 90% and in cycle 2, 95% of students involved in the learning process. keywords: lesson study, english for specific purposes introduction english for specific purposes (esp) always become remarkable motion in language learning. it widens the opportunities for english teachers and researchers to explore the curriculum, course planning and implementation of esp education and its impact on learners (hsu, 2014). moreover, globalization leads learners to enter professions, focusing on the language of academic performance in specific discourse communities (sometimes preparing for near-future identified workplace needs) in the fields of business, engineering, medicine, information technology, law, etc. (candel-mora, 2015). therefore, the existence of esp put significant role in education. the teacher must meet the student’s need and profession based on their field in the future students learn english is not merely to develop their language proficiency, but also to gain specific skill which can perform the language in their major of their studies. in other words, students need for esp is further advocated all those students who have learned english for specific purposes during their studies, would help them simply to fit in to their work atmosphere where most of globalization trends are massively interconnected with the english language capability which will provide accessible skill they employed (saliu & hajrullai, 2016). in addition, brunton (2009) identifies the development of esp for certain decades as result of globalization market forces the academic circumstances to accomplish the student’s profession. thus, the ideal esp mailto:masyhud863@umm.ac.id 37 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 teachers must not only be skillful in english language, but also acquire the knowledge of a specific profession in order to provide an effective esp course for the learners. in addition, esp is an approach to language learning, which is required on student’s needs (rahman, 2015). it means that esp is an english course based on the survey result and needs analysis in order to determine the specific activities that students have to do as well as the final goal they have to achieve. thus, esp is an english course of which the textbook and materials are adjusted to the learners’ desires and purposes. besides, labora & litzer (2015) state that esp must justify the learner’s need. it is used to trigger methodology and activities of the discipline it serves, and it is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and gender. it means that it is also a device to support learners in order to construct their awareness of english based on their fields of the study and specific purposes. esp requires the teachers to meet the skill which derived from specific student’s need. it leads challenges on esp. a study on the difficulties in learning esp at vietnam universities by nguyen and thi (2016) shows that the students face some challenges in esp as follows: (1) demographic characteristic does not meet the student’s demand; (2) esp students have different level proficiency; (3) their l1 is much different with l2, particularly esp context; (4) students’ motivation is low; (5) esp students have limited vocabularies; and (6) esp teachers’ qualification and textbook cannot facilitate the student’s interest. the teachers tend to use monotonous method in the class. it causes the students bored and passive in the class. they just listen what the teacher taught without considering the skill which must be mastered. besides, another concern on esp is related to environment. most of esp classes have big number of students (suzini, 2011). it means that the classes are not conducive anymore. in addition, alameddine (2012) revealed that negative transfer, different writing strategies, propositional knowledge, and collocational pattern are the common problems in learning esp. concerning with reading, writing, speaking, and listening skills in esp, talepasan (2012) showed that mainly students had difficulties in identifying and understanding syntaxes of sentences, organizing ideas, grammar and spelling, and had very little time of practicing. some problems in learning esp need to be solved in order to achieve the goal of the teaching and learning process. hence, teachers should provide a good way in teaching esp, offer an interesting topic, create a conducive classroom atmosphere, plan a variety of teaching and learning activities, and teach the materials effectively. in brief, teachers have a crucial role regarding the successful teaching and learning activities. therefore, teachers should be able to assist a class atmosphere which can provide solution for the students’ problems, obviously in esp class set. a comprehensive professional development is needed to aid teachers to increase their teaching performance. one of the teacher professional developments is lesson study (ls). ls is a collaborative professional development which is developed the teaching plan together and evaluate the teaching and learning processes together. the basic concept of ls is a comprehensive teachers’ development because ls focuses on acquiring the teachings’ goal together. ls as well as enable teachers and lecturers regularly widen their teaching through working together with others as colleagues (armstrong, 2011; cajkler, wood, norton, & pedder, 2013). thus, ls is not a matter of technique or 38 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 teaching method, but it is more about coaching model to train to teach cooperatively. therefore, all techniques and methods of teaching can be applied in accordance with the needs of the class, students and subject character, or core competence to be attained. experts identified, ls since 1870s has been an identical particular classroom action study focused on the teachers’ development of knowledge and practice. ls basically was inspired action-research as professional development for teachers (salvador, 2017) by lesson study is not merely implemented in japan as its country but also applied over time in many countries; america, europe and asia due to the ls had a positive impact on sharpening teacher quality and learning output (kanauan & inprasitha, 2014). dudley (2011) classified four major reasons the importance of ls. first, it supports teachers monitoring the pupils’ involvement in learning process more comprehensively. second, it verifies the gap between what teachers’ opinion before learning conducted and whilst process. third, it provides an appropriate approach to pupils’ needs. fourth, it creates learning and teaching community which is supportive and committed to helping learners to achieve their goal in order to establish professional learning dreamed by the teachers. many studies of lesson study showed significant impact for the betterment of teaching and the student’s learning. however, lesson study for esp context is rarely monitored. they believe that esp provides barriers for educators to explore deeper in which make difficulties for certain aspects (ahmadi & rahimi, 2012). therefore, this research formulates a question how does lesson study sharpen the students’ critical thinking in esp context? method this research employed qualitative method to describe the implementation of ls to sharpen the students’ critical thinking. in lesson study, the researcher involved directly in planning the research, conducting the research, collecting the data, analyzing the data, and display the data. thus, the researcher will actively contribute along this research to improve the teacher’s performance collaboratively and sharpen the students’ critical thinking. this is the essential of lesson study, providing the teachers’ professional development and assisting students to improve their critical thinking. the subject of this research is esp teachers at language centre of university of muhammadiyah malang. there are 5 esp teachers taught in different departments. this research also will focus on teaching listening skill. the research instruments are observation, interview, questionnaire, and documentation. the researcher will observe and take note in every phase. the researcher also will provide observation template to aid the researcher in collecting the data. the researcher will interview and give questionnaire to esp teachers and students to know what is their perception and response on lesson study. moreover, the researcher will use documentation as the supportive data such as lesson plan, picture, and video record of the classroom activity. furthermore, this lesson study will be implemented for four cycles using stigler and hiebert procedures (1999) which applied four steps. 1. defining the problems 39 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 this procedure defined the problem in the learning process such as teacher’s challenges, student’s challenges, and policy maker challenges. to draw the problems, all team of ls must identify together the problems. 2. planning the lesson all team of ls must plan the lesson together in accordance with the identified problems. comprehensive planning must be assisted to answer the problem faced by students. 3. teaching the lesson the plan must be practiced a day before the class. it is intended to find a fixed plan before the teacher model demonstrated the plan. 4. evaluate the lesson and see the effect the teacher will share their view of the lesson, then the others relate the problems they found and the teacher’s view. they do not focus on the way of teachers teaching, but they concern on the situation happened in the class. however, juwariah (2013) simplified the procedure into three namely plan, do, and see. regarding to plan phase, ls team collaboratively plan the learning process by determining the team into some roles. first, 1 esp teachers as the models, each teacher esp model should make lesson plan for one meeting and implement it, one esp teacher as moderator, 4 esp teacher as observers and 1 teacher-student as the documenter. after setting the team into different roles, the team discussed together the lesson preparation to obtain practical input. the last is providing facilities that will be used in the implementation. the next phase is do. in this phase, the models implemented the lesson plan according to agreed learning scenarios in the previous phase. however, the observers observe the learning process in accordance with the scenarios. the last phase is see. the team evaluates all the learning processes from the models conveying their impression and problems in their teaching till hearing evaluation and suggestion of all team’s member as a note for present teacher model and as an input for the next teacher model in further cycles. findings and discussion this lesson study intended to provide solution for student’s concerns in the class and give best practice for esp teachers. all phases are required to fulfill the objectives of this program. therefore, the result should be directed to answer the objectives. to display an organized result, it will be presented in two stages: planning and implementation. planning this stage aimed to formulate the steps which will be implemented in ls process. it is very essential in conducting ls because it leads to the success of ls. good preparation will give promising result of ls (appova, 2018). there were five fundamental plans of this program: the researcher discussed with the chief of english for specific purposes (esp) teachers at university of muhammadiyah malang (umm) related to the concerns of learning esp. the chief is a person in charge to manage all components of teaching esp at umm. the discussion highly purposed to acquire the problem of learning esp at 40 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 umm. the discussion formulated 4 problems. those are teacher’s professionalism, student’s motivation, the big number of students and student’s english mastery. the first is teacher’s professionalism. most of the esp teachers at umm are fresh graduates who have less experience in teaching, commonly, they teach less than 5 years. the second is esp is taught for all majors in umm. there are plenty of students do not like learning english. therefore, they have low motivation to participate in the learning process of esp. the third is the number of students. most of the classes in umm have big number of students; one class consists of 40-50 students. the number of students can influence the learning process. it is required more attention from the teachers. the fourth is student’s english mastery. in efl country, the students have limitation of english understanding because english is only complementary subject for them. the 4 problems of esp become the concern which must be solved with appropriate strategies. esp problems in this context almost similarly happened in the other institutions (nguyen, 2016). it means that identifying problem is the first stage before coming to the implementation ls (salvador, 2017). it is a crucial part for ls process. ls must equip the students with solution for their learning problems (druken, 2015). the researcher managed lesson study workshop for esp teachers. it is aimed to assist deep understanding to esp teachers about ls. it is needed due to limited knowledge of ls for esp teachers. the workshop was held for one day. the workshop provided explanation about history, purpose, and the steps of implementing ls. the researcher formulated the ls team. there are 5 esp teachers involved. this team was divided into different roles; one teacher as teacher model and the others as observers. the team was equipped from different length of teaching experience. the teacher model is a female fresh graduate who has been teaching for three months. it meant that she still has limited experience in teaching, mainly teaching esp. because she needs more experience in teaching, ls could give best practice of esp teaching. moreover, the two observers have been teaching esp for two years, and the other have been teaching for seven years. these different backgrounds of teaching can facilitate the teachers transferring knowledge and experience among the team members. the ls team decided major, subject, and class which would be implemented ls. the major was psychology, b class was taken. the ls team chose listening skill because listening skill was considered as the main concern in teaching esp for psychology department. there were 55 students participated, 15 male students and 40 female students. planning stage is one of required phase in ls. here would be embedded the problem that must be solved along the ls process(appova, 2018; bozkurt, 2018; wahono, perdana, study, & pemula, n.d.), and goal is displayed which must be achieved in the learning process. ls program must meet these necessities (ebaeguin, 2015; had & jopling, 2016; towaf, 2016). planning is guidance for the ls team to acquire the successful of learning which could be as a typical principle for the teacher’s development, the essence of the ls presence in teaching and learning. implementation the implementation of ls was divided into two cycles with three phases in every cycle. the details would be explained as follows: 41 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 cycle 1 step plan the ls team planed the teaching and learning process together. the step plan was divided into 4 stages. first, ls team figured the student’s problems. student’s involvement identified as one of the problems which would be solved in cycle 1. second, ls team set the goals of the lesson. the goal is to make the students to be active in the class and participated in every learning process. third, ls team constructed the activities which would be implemented in the class. the activities are divided into three stages; opening, main activity, and closing. the team administered task based learning method. step do the ls team offered some approaches and techniques to solve the student’s involvement problems. in apperception, ls team provides challenging activities by giving a case which is related to their daily life. for example, the ls team asked the students’ experience having public transportation and the others must repeat what their friends said. most of students encourage being apart in the activity. in main activity, ls team assists the students by interesting media, video to drag the student’s attention on the activity. then, the students are invited to list every new vocabulary they listen. furthermore, the list must be shared to others and guess the meanings. finally, the ls team ended the activity by giving main task which must be finished individually. step see the learning process could be implemented well. the planned activity could be implemented 90 %. there were some planned activities not appeared in the learning process such as unclear instruction, sitting layout, and time management. however, the ls team could answer the student’s involvement problems. most of the students participated along the learning process. one of the problems in this ls program was student’s engagement. this ls could answer the problem. one of the benefits could be assisted in ls is a solution for the student’s problem (bjuland & mosvold, 2015). moreover, ls could set the class atmosphere which was able to engage the students to participate in the learning process (masyhud, 2018). however, cycle still found problems related to teacher’s performance. cycle 2 step plan the team constructed a plan based on the evaluation in cycle 1. thus, the team conducted similar phases in constructing the plan. it decided to apply method which focused on learner centre. the students were required actively involved along the learning process. grouping and inquiry were administered as the techniques. moreover, it modified the sitting layout in order to give a chance for passive students to take a part in the learning process. step do the teacher model started the class by asking the students the problems of their study, and the teacher model invited the students to give solution to their friend’s problems. furthermore, main activity was implemented by sharing teacher’s model experience about her problems in study. on the other hand, students must give solution to their teacher’s problems. they had various solutions, but only one solution would be 42 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 selected as the most appropriate with the teacher’s problem. grouping is the next part of student’s activity. in grouping, they should make a story about student’s problem. the story must be delivered to the other groups. on contrary, the other groups must listen carefully and note in detail what listen in order to give best solution for the group’s problems offered. to make the students easily understand with the instruction, the team provided the instruction in the form of powerpoint, so the students could read the instruction instead of listening from the teacher. moreover, the teacher used l1 to make the student more understand the instruction. finally, the students would simultaneously share and give solution to their friend’s problems. step see along the learning process, it could be concluded that the students were really joyful with the activity in the class because they thought that the topic was quite closed with them. all students could involve in the learning process. the percentage of student’s involvement is 95%. therefore, in cycle 2, the team could improve the problems in cycle 1. the use of l1 in esp class is needed to help the students understand to the teacher’s instruction because cycle one classified unclear instruction as a concern in which dominantly used english. most of the students did not understand the instruction so that the ls team decided to use l1 in the class. the use of l1 in learning foreign language could accelerate the language mastery (jin & cortazzi, 2018). therefore, ls could facilitate teachers and students to solve their problems and develop their professionalism. references ahmadi, a., & rahimi, m. (2012). barriers to english for specific purposes learning among iranian university students. procedia social and behavioral sciences, 47, 792–796. https://doi.org/10.1016/j.sbspro.2012.06.736 appova, a. k. (2018). engaging prospective elementary teachers in lesson study. primus, 0(0), 1–16. https://doi.org/10.1080/10511970.2017.1388311 armstrong, a. (2011). lesson study puts a collaborative lens on student learning. tools for school, 14(4), 1–8. retrieved from https://www.collaborativeclassroom.org/sites/default/files/media/pdfs/lessonstudy/l earning_forward.pdf%5cnwww.learningforward.org bjuland, r., & mosvold, r. (2015). lesson study in teacher education: learning from a challenging case. teaching and teacher education, 52, 83–90. https://doi.org/10.1016/j.tate.2015.09.005 bozkurt, e. (2018). middle school mathematics teachers ’ reflection activities in the context of lesson study, 11(1), 379–394. cajkler, w., wood, p., norton, j., & pedder, d. (2013). lesson study: towards a collaborative approach to learning in initial teacher education? cambridge journal of education, 43(4), 537–554. https://doi.org/10.1080/0305764x.2013.834037 candel-mora, m. á. (2015). attitudes towards intercultural communicative competence of english for specific purposes students. procedia social and behavioral sciences, 178(november 2014), 26–31. 43 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 https://doi.org/10.1016/j.sbspro.2015.03.141 druken, b. k. (2015). teacher!education!and!knowledge:!research!reports! 663! !, 663–670. dudley, p. (2011). lesson study: a handbook. retrieved from http://lessonstudy.co.uk/wp-content/uploads/2012/03/lesson_study_handbook__011011-1.pdf ebaeguin, m. (2015). promoting teacher growth through lesson study : a culturally embedded approach, 213–220. had, m., & jopling, m. (2016). problematizing lesson study and its impacts : studying a highly contextualised approach to professional learning, 60. https://doi.org/10.1016/j.tate.2016.08.001 hsu, l. (2014). leisure , sport & tourism education effectiveness of english for specific purposes courses for non-english speaking students of hospitality and tourism : a latent growth curve analysis. journal of hospitality, leisure, sport & tourism education, 15, 50–57. https://doi.org/10.1016/j.jhlste.2014.05.001 jin, l., & cortazzi, m. (2018). use of the first language, 1–7. https://doi.org/10.1002/9781118784235.eelt0203 juwairiah. (2013). professionalisme guru melalui lesson study. retrieved from http://sumut.kemenag.go.id/file/file/tulisanpengajar/akzh134318323 1.pdf. kanauan, w., & inprasitha, n. (2014). collaboration between inservice teachers and student intern in thai lesson study. procedia social and behavioral sciences, 116, 28–32. https://doi.org/10.1016/j.sbspro.2014.01.163 masyhud. (2018). lesson study in teaching young learners: assisting a dynamic classroom interaction, 11(1), 93–102. nguyen, c. d. (2016). metaphors as a window into identity: a study of teachers of english to young learners in vietnam. system, 60, 66–78. https://doi.org/10.1016/j.system.2016.06.004 rahman, m. (2015). english for specific purposes ( esp ): a holistic review, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104 saliu, b., & hajrullai, h. (2016). best practices in the english for specific purpose classes at the language center. procedia social and behavioral sciences, 232(april), 745–749. https://doi.org/10.1016/j.sbspro.2016.10.101 salvador, a. c. (2017). the potential of lesson study project as a tool for dealing with dilemmas in university teaching, 7(2), 124–135. https://doi.org/https://doi.org/10.1108/ijlls-12-2017-0056 stigler, j.w. and hiebert, j. (1999), the teaching gap: best idea from the world’s teachers for improving education in the classroom, free press, new york. towaf, s. m. (2016). integration of lesson study in teaching practice of social study student teachers to improve the quality of learning and promote a sustainable lesson study, 7(18), 83–91. wahono, b., perdana, e., study, l., & pemula, d. (n.d.). berbasis lesson study pada perkuliahan. ching-ning chien., margaretha hsu. 2010: a case study of incorporating esp instruction into the university english course. shippensburg, pennsylvania. http://lessonstudy.co.uk/wp-content/uploads/2012/03/lesson_study_handbook_-_011011-1.pdf http://lessonstudy.co.uk/wp-content/uploads/2012/03/lesson_study_handbook_-_011011-1.pdf http://sumut.kemenag.go.id/file/file/tulisanpengajar/akzh1343183231.pdf http://sumut.kemenag.go.id/file/file/tulisanpengajar/akzh1343183231.pdf 44 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 shippensburg university. suzini, s. m,. 2011. a critical review of the current situation of teaching esp in the iranian higher education institutions. the iranian journal. vol. 7. no. 7. paper title (use style: paper title) 8 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 pre-service teachers' belief on professional development: a study on esp teacher aisyah, bayu hendro wicaksono postgraduate school, university of muhammadiyah malang-indonesia. bayuhw@yahoo.com abstract guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. in fact, some of the esp instructors seem to find it difficult to deal with the practice of professional development. this is the situation happened in language center, the center of esp program, at my institution. although some research have been investigating the case of teacher belief within professional development, but little research conducted in esp course at indonesian universities context. thus, this present study is designed at finding 1) the pre-service teachers' beliefs in being professional language teachers in teaching esp, and 2) the professional activities undertaken by the pre-service teachers to develop their professionalism in teaching esp. through the explanatory research, a chosen esp pre-service teachers participated in this study. the data from it were generated from survey, observation and interview to have a saturated information. these methods were on purpose to validate the data. the finding showed that being professional language teachers has fallen on eight indicators which are different from some other related research. the finding also gave information on four types of famous activities undertaken by the pre-service teacher. keywords: teachers' belief, pre-service teachers, professional development, the teaching of esp introduction the issue of teacher professional development obtains a serious attention by indonesian government. it is supported by the establishment of permendikbud no. 87 tahun 2013 about the training for teacher as a profession (ppg). it is a form of confession and support for teachers to develop their professionalism. the professional development activities should enhance the teachers’ basic competencies; pedagogic competence, social competence, personal competence and professional competence (uu no. 14 tahun 2005 & permendiknas no. 16 tahun 2007). the professional teachers are expected to be able to achieve the goal of education as mandated in the opening of the 1945 constitution. in sum, the establishment of these laws convince the teachers that professional development has a crucial role in the development of education. donaghue (2003) claims that teachers’ beliefs play an essential role in the teacher development process, especially in the concurrence of new approaches, techniques, and activities. in other words, teachers’ personal beliefs about language teaching, learners and teacher’s roles guide teachers in their actual classroom practices. in addition, johnson (1992) claims that teachers enter the field of education with preconceived beliefs about teaching and learning that guide their classroom practices. these beliefs are influenced by some factors such as teachers’ teaching experience and competence (fives & buehls, 2012). the longer teaching experience and higher proficiency level that teachers have, the better teaching practices they will show. the improving of teaching practice that the teachers show will reflect the teachers’ professionalism. departing from elaborated crucial issues and previous studies, the researcher wants to conduct a research to 9 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 investigate esp pre-service teachers’ beliefs on being professional language teachers at university of muhammadiyah malang (umm), as it offers the teaching of esp for all the non-english language education programs as one of the compulsary subjects, and the way the teachers develop their professionalism. professional development has become a crucial goal of teachers’ educational system in many countries. guskey (2002) stated that professional development is a systematic program that aimed to convey change in the classroom practice of teachers in line with their beliefs, attitudes and in learners’ learning result. it has been seen as the way for teachers as professional to not only broaden their knowledge of a particular discipline but also to fulfill their teaching qualification and professional norms (lv, 2014). in other words, professional development is the key to keeping teachers abreast of current issues in education, helping them implement innovations, refine their practice, and broaden themselves, both as educators and as individuals (craft, 2000). in sum, involving in professional development activities is indeed important to broaden teachers’ knowledge and skills in order to achieve the educational goals. in the practice of professional development, mora, trejo, & roux (2014) proposed three different approaches; the individual professional development approach, institutional professional development, and teacher-led professional development. the individual professional development sees teacher as the one who is responsible to drive his or her inner motivation to involve in a particular professional development activities (craft, 2000). the institutional professional development sees the policy makers or people with high authority in educational setting as people who are responsible to provide their teachers with opportunity to involve in certain professional development activities (craft, 2000; day, 1999). while the teacher-lead professional development puts teachers as the center of all educational undertaking. the teachers may participate in their own professional development, but they have to consider the balance of institutional and individual needs. thus, the approaches to professional development show that all people in educational setting have their own responsibility to help teachers gain success in the professional development activities.first, confirm that you have the correct template for your paper size. this template has been tailored for output on the a4 paper size. if you are using us letter-sized paper, please close this file and download the file “msw_usltr_format”. there have been many studies that focus to discuss the idea of belief from different perspectives. belief is seen as one of the crucial factors that influences a person or a group of people’s actions or behaviors. pajares (1992:316) explains belief as an individual's reasoning of the truth or falsity of a proposition, a reasoning that can only be inferred from a collective conception of what people say, intend, and do. from the definition, it can be seen that one of the characteristics of belief is subjectivity. subjectivity means that different individual is possibly to have the same or different judgment about particular occurrences. pajares (1992) also emphasizes the function of collective understanding as the source of someone’s belief. collective understanding means the understanding toward particular thing that is shared by mostly people. for instance, if mostly people tend to behave in certain manner toward particular condition, it means that the manner is acceptable in the society. 10 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 the term beliefs are very closely related to preferences. some studies define beliefs as personal judgments about particular condition that is accepted as true by the individuals and does not need to be substantied by any evidence (hawanti, 2012; pajares, 1992). it means that belief is a subjective thing that hard to be changed and strongly involves feelings and emotions. in educational context, teachers’ beliefs are possible to change but it needs a very long-time process and involves various experiences (grijalva & brajas, 2013; ozmen, 2012). moreover, preferences are individuals’ degree of choice on something (bada & okan, 2000). preference is also a subjective thing but it is changeable anytime because of particular conditions and does not need to pass long-time process and experience. for instance, some learners admit that they prefer to be more active in particular lesson just because of the teachers’ appearance and personality. if a teacher is good-looking and have a sense of humor, they prefer to show high enthusiastic during the classroom instruction. however, if the same teacher is suddenly being monotonous, the learners will also show low enthusiastic during the activities. in educational context, beliefs become one of the pivotal factors that influence the successful of teachers’ teaching practice (borg, 2001; kalaja, barcelos, aro, & lyhty, 2015; liando, 2010). beliefs act as referents for actions, and can be interpreted as what and why a teacher accomplished a goal (ismail, 2007:67). johnson (1999:30) points out that beliefs have a cognitive, an affective, and a behavioral element that have influence on what people know, feel, and do. teachers are professionals who make reasonable judgments and decisions within a complex and uncertain community, school and classroom environments. the judgments and decision made by teachers are driven by their belief system. in addition, teachers' thinking about their roles and the beliefs they hold, help them shape their pedagogy. some studies found that there are some factors that affect teachers’ personal beliefs. borg (2003) explains that the personality, educational, and professional experiences in the teachers’ life commonly have a powerful influence on the improvement of their teaching practices. graves (2000) suggested that teachers’ beliefs are based on their learning experiences, working experiences and places, and their ongoing professional development. moreover, richardson (1996) pointed out three types of experiences, which include personal experience, experience with schooling and instruction, and experience with formal knowledge. they have primarily influenced the development of beliefs about and knowledge of teaching. the concept of pre-service teacher in this context of study is derived from the teachers’ obligations as mandated in indonesian educational regulation. according to undang-undang no.14 tahun 2005-chapter vi-part 1 article 8, those who are considered as teachers are obliged to possess academic qualification, executed the teacher’s competence, educator certificate, physically and mentally health, and possess the ability to actualize the educational goal. from the law, the teachers’ academic qualification can be obtained by finishing their tertiary level of education from particular university with at least bachelor or diploma four degree in particular subjects (article 9). those teachers also have to possess the teachers’ basic competences such as pedagogical competence, personal competence, social competence, and professional competence that can be learned deeper by attending professional training (article 10). however, the educator certificate will be 11 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 obtained if the teachers are able to fulfill the requirement and pass from particular teacher professional training as mandated in the law (article 11). based on undang-undang no.14 tahun 2005 tentang guru dan dosen, the educator certificate is obtained by attending certification program that is held by particular universities that have fulfilled the national standard of certification program caretaker. moreover, since the establishment of permendikbud no.87 tahun 2013, the educator certificate can also be obtained through pre-service teacher training for profession (ppg) program. these two types of educational programs are held as a support for indonesian teachers to improve their professionalism as teachers whose main work is to educate people. in sum, having the certificate educator is indeed beneficial for the teachers to obtain confession as professional. from the explanation above, the researcher concludes that when all the crucial obligations that should be obtained by a teacher are not completed yet, then the teacher is considered as a pre-service teacher, not absolutely a full teacher. this concept of preservice teachers is appropriate to draw the condition of those who teach esp course at umm. they have graduated from english language education department but they still hold bachelor degree (s1). because they are working at a university, it should refer back to undang-undang no. 14 tahun 2005 in which those who are considered as a lecturer has to fulfill at least the academic qualification with master degree (s2). nevertheless, the researcher finds that there are some of the esp pre-service teachers that are studying as postgraduate learners. therefore, by referring to the explanation above, the researcher concludes that the esp pre-service teachers in her study are those who are still active in teaching esp course at umm and they are studying at particular postgraduate program in malang.the template is used to format your paper and style the text. all margins, column widths, line spaces, and text fonts are prescribed; please do not alter them. you may note peculiarities. for example, the head margin in this template measures proportionately more than is customary. this measurement and others are deliberate, using specifications that anticipate your paper as one part of the entire proceedings, and not as an independent document. please do not revise any of the current designations. method this present study aimed to investigate the esp pre-service teachers’ beliefs about being professional teachers and the way pre-service teachers develop their professionalism. regarding to the aims of this study, the researcher chose mixedmethod design which was considered appropriate to be employed. creswell (2012:535) reveals that mixed-method design is a procedure which involves both quantitative and qualitative methods in order to gain comprehensive evidences and in-depth understanding to the research questions. in sum, employing mixed-method design that allowed researcher to use various methods which were beneficial to understand the data of the research. in this present study, the researcher applied an explanatory sequential design. creswell (2012:542) conceives explanatory sequential design as a design of study that is done in two phases, first collecting the quantitative data to provide the general picture of the research questions then followed by collecting the qualitative data to refine, extend or explain the quantitative data. in this study, the researcher focused on the investigation 12 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 of the esp pre-service teachers’ beliefs in being professional teachers that dealt with quantitative data and the process to develop their professionalism dealt with qualitative data. thus, due to the nature of each research question, applying an explanatory sequential design was appropriate to help the researcher in completing the research. setting and participants of the study the researcher chose umm as the setting of this present study based on some reasons. firstly, several studies found that the main problem in teaching esp is the teachers’ professionalism. the esp teachers’ professionalism was still low in terms of several points such as providing the improper esp teaching materials and lack of terminology knowledge based on learners’ specialization (al-zahrani, 2014; cao, 2014; ghanbari & rasekh, 2012). based on the result of observation and interview, the same problems occurred in esp teaching of umm. the pre-service teachers showed that they still have difficulties in providing the appropriate teaching materials since they were also lack of specific terminology in learners’ specialization. secondly, lc of umm provides special awards as a form of confession for the esp teachers’ effort to develop professionalism. therefore, umm was appropriate to be chosen as the setting of this present study. the participants of this research were chosen by using purposive sampling. in purposive sampling, the researcher intentionally selects individuals and sites by proposing some standards in order to obtain rich and useful data (creswell, 2012:206). in this present study, the researcher limited the participants by proposing some criteria. firstly, the participants should graduate from english education program. secondly, the participants are still studying at particular university as postgraduate learners. thirdly, the participants have experience in joining particular professional development activities. the last, the participants experience in teaching esp at umm minimally two years. based on the criteria above, the researcher found there were 15 pre-service teachers as the participants. those 15 pre-service teachers were used as the main source of data for the first research question while for the second research question the researcher only used six out of 15 pre-service teachers. the researcher used six pre-service teachers as the source of the data dealing with the second research question because the pre-service teachers had some teaching schedules that were not happened at the same time. so, the researcher could observe and interview those pre-service teachers objectively at different time. data collection data collection is the process of gathering and measuring information on variables of interest by planning five basic steps: selecting the participants, gaining permission, selecting the data needed, designing the instruments and administering the data collection (creswell, 2012; fraenkel & wallen, 2009). these steps were pivotal to conduct because it determined the accurate answers of all research questions. finding and discussion the results of data analysis showed that there were eight pivotal indicators of being professional language teachers. they were: 1) understanding the roles of teachers, 2) 13 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 having inclusive attitude and indiscriminative behavior, 3) developing language teaching and learning material creatively, 4) developing the profession continually through reflective action, 5) having passion in teaching, 6) conducting educative teaching, 7) conducting assessment and evaluation of the learning process, and 8) utilizing technology, information, and communication for self-development. the average percentage of each indicator showed which indicators became the most important for the pre-service teachers. the detail description is presented in table 4.1. table 4.1 the average score of pre-service teachers’ beliefs no. indicators ti tis tra raa ap (%) 1 2 3 4 5 6 7 8 understanding the roles of teachers. having inclusive attitude and indiscriminative behavior. developing language teaching and learning material creatively. developing the profession continually through reflective action. having passion in teaching. conducting educative teaching. conducting assessment and evaluation of the learning process. utilizing technology, information, and communication for selfdevelopment. 4 4 5 4 3 7 4 4 16 16 20 16 12 28 16 16 212 207 256 204 152 329 177 173 14.13 13.80 17.06 13.60 10.13 21.93 11.80 11.53 88.31 86.25 85.30 85.00 84.41 78.32 73.75 72.06 total / average 35 84 1710 113.98 81.67 notes ti : total items tis : total items score tra : total respondents’ answer raa : respondents’ answers average ap : average in percentages table 4.1 showed that the average percentage of the items was 81.67%. it means that the pre-service teachers highly believed that professional language teachers needed to prepare themselves by learning continually in order to understand at least the eight important indicators above. besides, the table also reported that understanding the roles of teachers became the most important indicator of professional language teacher with the average percentage of 88.31%. professional teachers had to understand every teachers’ role and to apply the appropriate roles based on the classroom condition. being aware of showing a good language model and becoming a friend for learners 14 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 were the examples of the teachers’ roles that needed to be understood by a professional language teacher. having inclusive attitude and indiscriminative behavior with the average percentage of 86.25% became the second important indicator of a professional language teacher. accordingly, professional language teachers should treat their learners fairly and equally during the activities and open to criticism from anyone including the learners. in addition, developing language teaching and learning material creatively with the average percentage of 85.30% was the third indicator of being professional language teachers. the implication of this indicator made professional language teachers should be able to provide the appropriate and interesting media in teaching. a professional language teacher also had to promote the use of authentic materials in language teaching in order to provide learners with various types of language use. the fourth indicator of being a professional language teacher was to be able to develop the profession continually through reflective actions with the average of percentage of 85%. consequently, professional teachers should always evaluate their own teaching. it was essential to help them improve their weaknesses which could be done through self-reflection. in addition, having a passion for teaching was the fifth indicator of being a professional language teacher with the average percentage of 84.41%. the indications of that is enjoying checking learners’ assignment and being disciplined with all duties in teaching. conducting educative teaching with the average percentage of 78.32% was the sixth indicator of professional language teachers. it could be done by having the knowledge about the variety of language teaching techniques or strategies. in addition, being able to conduct assessment and evaluation of the learning process obtained the average percentage of 73.75%. it was more effective for teachers to evaluate their learners during the classroom process. providing activities that promoted learners to use english in a specific context was also beneficial as professional teachers. finally, 72.06% of the pre-service teachers claimed that it is essential for professional language teachers to utilize technology, information and communication for self-development. professional language teachers had to use their free time to read any information from the internet in order to improve their competence. sometimes, professional teachers might utilize e-mail as media for learners to submit their assignment because of the flexibility. the pre-service teachers revealed that doing peer observation helped them in finding their strengths and weaknesses in teaching. the observer objectively provided them with the notes about the activities occurred during their teaching performance. sometimes, the pre-service teachers shocked with the result of doing peer observation. for instance, the pre-service teachers unconsciously only talked to particular learners during the activity. this condition made the other learners envious because they did not obtain the same attention from the teachers. by knowing the fact from the observer’s notes, the pre-service teachers considered the step of changes that they needed to do in order to enhance their teaching quality. in addition, the pre-service teachers explained that they also did other selfinitiated activities to improve their knowledge. the activity was to do on-line updating. the pre-service teachers tended to update their knowledge about particular issues by searching the relevant online sources. for instance, the pre-service teachers mostly 15 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 watched the teaching videos from youtube in order to know the way to apply particular teaching techniques. the pre-service teachers also read relevant online sources in order to develop their teaching materials references ahmed, m. k. (2014). issues in esp (english for specific purposes). international journal for teachers of english, 4(1), 35-59. al-zahrani, m. y. (2014). the involvement of the general english teachers into esp practice: possibilities and problems in eli. international journal of science commerce and humanities, 2(4), 55-73. alfaki, i. m. (2014). professional development in english language teaching: a teachers' view. european centre for research training and development, 2(7), 32-49. aliakbari, m., & nejad, a.m. (2013). on the effectiveness of team teaching in promoting learners’ grammatical proficiency. 36(3),5-22. bada, e., & okan, z. (2000). students' language learning preferences. tesl-ej, 4(3), 1-18. ballard, c.g., & hyalt, l. (2012). reflection in-action teaching strategies used by faculty to enhance teaching and learning. journal for teacher researcher. 14(2), 1-11. basturkmen, h. (2010). developing courses in english for specific purposes: palgrave macmillan uk. belcher, d. d. (2004). trends in teaching english for specific purposes. annual review of applied linguistics, 24, 165-186. borg, m. (2001). key concepts in elt; teachers belief. elt journal, 55(2), 186-188. borg, s. (2003). teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. language teaching, 36(2), 81109. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy 3 rd edition. pearson, usa. cao, j. (2014). a survey on esp teaching in changchun university of science and technology. theory and practice in language studies, 4(12), 2507-2512. craft, a. (2000). continuing professional development: a practical guide for teachers and schools. creasy, k.l. (2015). defining professionalism in teacher education programs. journal of education & social policy. 2 (2), 23-25. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research: pearson college division day, c. (1999). developing teachers: the challenges of lifelong learning. fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education. gatehouse, k. (2001). key issues in english for specific purposes (esp) curriculum development. the internet tesl journal, 7(10). 16 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 ghanbari, b., & rasekh, a. e. (2012). esp practitioner professionalization through apprenticeship of practice: the case of two iranian esp practitioners. english language teaching, 5(2), 112-122. goodwyn, a.s.l., souto, m., cheruve, r., tan, m., reed, r., & taveras, l. (2014). what should teacher educators know and be able to do? perspective from practicing teacher educators. journal of teacher educationi. 65, 284-302. graves, k. (2000). designing language courses: a guide for teachers. boston: heinle & heinle publishers. guskey, t., r. (2002). professional development and teacher change. teachers and teaching: theory and practice, 8(3/4), 381-390. harmer, j. (2007). the practice of english language teaching. fourth edition. harlow, essex: pearson education. hatch, j. a. (2012). doing qualitative research in education setting. united states of america, state university of new york press. hutchinson, t., & waters, a. (1987). english for specific purposes: a learningcentered approach. in (pp. 5-14). cambridge: cambridge university press. johnson, k. (1992). the relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of english. journal of literacy research, 24(83). johnson, k. e. (1999). understanding language teaching: reasoning in action. boston: heihle & heinle publishers. kalaja, p., barcelos, a. m. f., aro, m., & lythy, m. r. (2015). beliefs, agency and identity in foreign language learning and teaching. kazemi, a., & ashrafi. (2014). inservice training programs for iranian efl teacher revisited. international jurnal of asian social science. 4(10), 1062-1076. kumar, r. (2011). research methodology: a step-by-step guide for begginers. kuzairi. (2014). professional development by senior high school english teachers in pamekasan. unpublished thesis, state university of malang, malang. latief, m. a. (2015). research methods on language learning: an introduction. malang: universitas negeri malang. liando, n. (2010). students' vs teachers' perspectives on best teacher characteristics in efl classroom. teflin journal, 21(2), 118-136. miles, m. b., & huberman, a. m. (1994). qualitative data analysis. pajares, m. f. (1992). teachers' beliefs and educational research: cleaning up a messy construct. review of educational research, 62(3), 307-332. park, g. p., & lee, h. w. (2006). the characteristics of effective english teachers as perceived by high school teachers and students in korea. asia pacific education review, 7(2), 236-248. peraturan menteri pendidikan dan kebudayaan no. 87 tahun 2013 tentang program pendidikan profesi guru prajabatan (ppg) retrieved november 26 th , 2016 from http://kelembagaan.ristekdikti.go.id. peraturan menteri pendidikan nasional no. 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru retrieved february 11 th , 2017 from http://vervalsp.data.kemdikbud.go.id. priajana, n. (2015). professional development of exemplary efl teachers. unpublished dissertation, state university of malang, malang. 17 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 richards, j. c., & farrell, t. s. c. (2005). professional development for language teachers: strategies for teacher learning: cambridge university press. thompson, s., greer, j.g., & greer, b.b. (2004). high qualified for successful teaching: characteristics every teacher should possess. university of memphis. undang-undang no. 14 tahun 2005 tentang guru dan dosen retrieved june 18 th , 2017 from http://sumberdaya.ristekdikti.go.id. celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 45 an analysis of the strategies used in translating idioms in indonesia into english found in indonesian legends donny bhaskara wicaksono, erly wahyuni universitas muhammadiyah malang abstract in this global era, due to the growth of science, information, technology, and other people needs, translation becomes necessary in rendering information between languages. however, the process of translating is not as simple as switching the meaning of word for word based on the literal context.idioms are one of the most problematical components of language. idioms cannot be easily translated because of their unpredictable meaning and grammar. the purpose of this study is to find out; (1) the idiomatic expressions which are found in indonesian legends, (2) the meaning of the idiomatic expressions found in indonesian legends, and (3) the various strategies which are used in translating idioms in indonesia into english found in indonesian legends.the descriptive qualitative research design, in the form of document analysis, was employed in this study. the instruments to collect the data were documents and expert opinion. moreover, the documents consisted of the bahasa indonesia (source text) and english (target text) translation versions of five indonesian legends, namely; batu kuwung, batu menangis, gunung merapi, tangkuban perahu and candi prambanan. this study revealed that idiomatic expression translation strategy by paraphrasingwas the most dominant strategy used by the translator in translating the idiomatic expressions found in five indonesian legends (eleven out of eighteen cases). meanwhile, the second most common strategy was translating by omission (six out of eighteen cases). the last was the strategy of using an idiom of similar meaning and form which only one out of eighteen cases. thus, it can be concluded that the translator only applied three strategies out of the main five strategies of translating idiomatic expression suggested by baker. keywords: idiomatic expressions, indonesian legends, translation strategies. introduction english is an international language, spoken in many countries both as a native and as a second or foreign language. it is taught in the schools in almost every country on this earth. it is a living and vibrant language spoken by over 300 million people as their native language. millions more people speak it as an additional language. even though english has become an international language, a lot of problems appeared, for example, misunderstanding and misinterpreting. moreover, there are still many countries using english as a foreign language, which means plenty of people around the world still do not understand english. as a result, translation is very indispensable process in converting information among different languages. thus, it can make language available to people who do not understand english. in this global era, due to the growth of science, information, technology, and other people needs, translation becomes necessary in rendering information between languages. however, the process of translating is not as simple as switching the meaning of word for word based on the literal context. the result of a translation should serve the information in the target language without change the meaning in the source language. it involves grammatical understanding, linguistic comprehension, and a good sense of semantic analysis in order to get a proper translation. moreover, there are some cases which often put translators into difficult situations, such as translators will find some words which actually do not represent its literal meaning which is known as idiom. as translation becomes enormously important in global level, it is a subject values a closer study. apparently, there is a wide range of topics that can be investigated in terms of translational aspects. this research happens to be one that focuses on strategy of idiom translations. idioms are one of the most problematical components of language. idioms cannot be abruptly translated because of their unpredictable meaning and grammar. wang (2013) says that idiom is a language in the formation of the unique and fixed expressions in the using process. furthermore, the special terms in idioms may be culture-bound and this potentially initiates the more complicated problem to the translator. idioms may have both literal and figurative meaning. several idioms can be translated literally, but then the meaning changes. idiomatic meaning is more commonly used. in translating idioms, translator encounters various difficulties that cannot be simply overcome. the key problem is the lack of accuracy in the idiom level. in line with the aforementioned background of the study, the researcher, furthermore, intends to reveal: 1) the idiomatic expressions found in indonesian legends; 2) the meaning of the idiomatic expressions found in indonesian legends and 3) the strategies used in translating idioms in indonesia into english found in indonesian legends. 47 idioms makkai et al. (1995) argues that an idiom is the assigning of a new meaning to a group of words which already have their own meaning. an idiom is also defined as a group of words strung together to assume a specific meaning different from the meaning of each individual word (lim, 2004). furthermore, baker (2000: 67) defines idiom as frozen patterns of language which allow little or no variation in form and often carry meanings which cannot be deduced from their individual components. it can have a literal meaning in one situation and a different idiomatic meaning in another situation. idiom can be found in every language. it is the other kind of figurative meanings contained in a language, such as in english (simatupang, 2000: 49). there are so many idioms that sound difficult to understand especially by non-native speakers, such as old hand (a person who is experienced at a certain activity), lay down the marker (to set the standard), raining cats and dogs (hard raining), kick back (to relax) or make a splash (to do something that attracts attention). these expressions do not represent their literal meaning which makes them difficult to understand, as lim (2004) states that idioms take different forms and are unclear in meaning on the surface structure. from the explanations above, it can be said that idiom is an expression consists of a group of words which has a meaning that is not literally represented based on the words that make them up. the difficulties in translating idioms in terms of difficulty, baker (2011) claims that the main difficulty in translating goes to identifying the idiomatic expressions in which idiomatic expression is presumed easy to identify two different situations, they are: 1) when the idioms violate truth conditions and 2) when the idioms include expressions which seem grammatically ill-formed. finally, she also concludes that when translators see sophisticated expressions that need deep understanding, they will detect such expressions as idioms. however, some translators feel problematic in dealing with the idiomatic expressions. therefore, baker (2011) explains two major points related to the problems in translating idioms: 1. some idioms are misleading a number of idiomatic expressions are transparent-like due to their literal interpretations and meanings which are not representing the contextual meaning hidden. for exemplification, see the followings:  kick the bucket (die)  take someone for a ride (deceive or cheat someone in some way) 2. the source and target text’s idioms might be closely equivalent idiomatic expressions sometimes look similar physically but have partial and complete difference in terms of meaning. to exemplify, notice the followings exemplification:  to pull someone’s leg means tell someone something untrue as a joke in order to shock them temporarily is identical on the surface to the idiom yushab rijlu [pull his leg] which is used in several arabic dialects which means tricking someone into talking about something s/he would have rather kept secret. the strategies in translating idioms referring to afore-discussed aspects, after facing some problems in translating idioms, translators automatically deal with the strategies that are going to be used. in this case, baker (2011) shows the kinds of strategies in translating idioms by means of distinguishing the strategies of translating idiom into five kinds that will be explored in following paragraphs: 1. strategy 1 (using an idiom with a similar meaning and form) 49 strategy 1, by means of using an idiom with a similar meaning and form, accordingly implies the way of conveying roughly the similar meaning that automatically consists of equivalent lexical items. in this case, the similarity does not only rely in term of form, but also in their meaning. as the representative, see the following examples: sl: we rarely dine out these weeks. tl: kita jarang makan diluar minggu ini. from the example above, the idiomatic expression dine out is translated into makan diluar in the target language because the sl and tl has idiomatic meaning and form. in addition, the context is included into literal expression in the sl and tl, because based on the form, it has similar literal element. it will be in the same constructions in meaning when it is translated back into english because of its similar meaning and form in both languages. 2. strategy 2 (using an idiom of a similar meaning but dissimilar form) this strategy is originally suggested by baker as in first strategy with similar meaning, but in this case, lexical items are not utilized. example: sl: don’t keep on, i will back it out in a minute. tl: jangan teruskan, aku akan kembali beberapa menit. from the example above, the strategy 2 is generated to translate keep on into teruskan. based on the context, keep on has similar meaning with go on. in this case, keep on which means teruskan has an idiomatic meaning because it is dissimilar in literal meaning. it also has dissimilar meaning when it is translated back into english because of its similar meaning and dissimilar form in both languages. 3. strategy 3 (translating by paraphrase) this strategy is the most common way used in translating idioms when a match cannot be found in the target language or when it seems inappropriate to use idiomatic language in the target text because of differences in stylistics preferences of the source and target languages. this strategy is not accurate but acceptable. example: sl: sky really pissing down here at the moment. tl: langit sungguh hujan lebat saat ini. in order to make the meaning sounds more natural in the target language, so pissing down is translated into hujan lebat. from the explanation above, it can be deduced that the researcher is unable to find appropriate idiomatic expression in the target language to translate the idiom piss down. it proves that the idiomatic expression is translated by paraphrasing because of differences in style of the source and the target languages. 4. strategy 4 (translation by omission) omission is used when idiom has no close match in tl, its meaning cannot be easily paraphrased, or for stylistic reasons. according to baker (2011) omission is allowed only in some following cases: 1. first, when there is no close comparable in the target language; 2. secondly, when it is not easy to paraphrase; 3. finally, an idiom may be omitted for stylistic reasons. this strategy is not used very frequently. to exemplify, moreover, see the following example: sl: … not talk about their religion affiliation at all. tl: … tak ingin membicarakan mengenai afiliasi agama mereka. 51 from the example above, the phrase at all is omitted because it would be of any use. it had better to omit one of these idiomatic expressions, so that it would sound more natural in the tl. 4. strategy 5 (compensation) this strategy has two steps: omit the idiom, then replace and insert the other idiom in another position. this strategy is used if translator cannot use another strategy to translate idiom, then he/she omits the idiom, replaces and inserts it in another place. method in accordance with this research, there were some objects that were categorized as legends. in addition, indonesian legends were more preferred to select by the researcher. five legends were chosen as the objects of this research, namely tangkuban perahu, gunung merapi, batu menangis, candi prambanan, and batu kuwung. furthermore, the scripts were in the two versions, english and indonesian, which were taken from www.ceritarakyatnusantara.com. findings strategies used by the translator for translating the idiomatic expressions found in indonesian legends in accordance with the data that had been already investigated by the researcher, there were three strategies of translating the idiomatic expressions used by the translator in translating indonesian legends; they were: similar meaning and similar form, paraphrasing and omission. each strategy would be comprehensively showed in the following points. 1. translation by similar meaning and similar form revisiting the definition of similar meaning and similar form strategy used for translating the idiomatic expressions, the main point of this strategy was that the st’s idiomatic expressions were to be translated into the same construction of idiomatic expressions as well in tt. moreover, this research revealed that there was only one idiomatic expression translated by using this strategy. 2. translation by paraphrasing paraphrasing was used in translating idioms when a match cannot be found in the target language or when it seemed inappropriate to use idiomatic language in the target text because of differences in stylistics preferences of the source and target language. after doing the analysis on the idiomatic expressions, the researcher found out 11 out of 18 cases of translation by paraphrasing found in indonesian legends. 3. translation by omission omission was used when idiom has no close match in tl, its meaning cannot be easily paraphrased, or for stylistic reasons. afterwards, after the data were analyzed, the researcher found six idiomatic expressions translated by means of omission technique. in the whole legends, the researcher found there are 6 out 18 cases. for the completed data, see the table below. table 1. strategies used by the translator for translating the idiomatic expressions found in indonesian legends no. st tt strategy sentc. sentc. 1 akhirnya, keduanya pun saling jatuh cinta. they soon fell in love with each other. similar meaning and similar form 2 lambat laun cerita dari mulut ke mulut itu pun tersebar hingga ke penjuru desa. slowly, the story spread throughout the kingdom. paraphrasing 3 laksana disambar petir orang tua itu mendengar ucapan putrinya. darmi`s mother was totally shocked to hear that. paraphrasing 4 dasar memang keras kepala kedua empu itu. how obstinate!! paraphrasing 5 mereka harus diberi pelajaran. we have to teach them a lesson! paraphrasing 6 prabu baka pun tidak tinggal diam. king baka reacted instantly. paraphrasing 7 bandung bondowoso mengundang balatentaranya yang berupa makhluk halus tersebut. he called on his unseen troop of spirits to help him out. paraphrasing 53 discussion after analysing the data related to idiomatic expressions found in the indonesian legends, the researcher here was about to bring up some concepts related to the findings to discuss. the researcher found out eighteen (18) idiomatic expressions in total of which literal meanings were completely different from the idiomatic ones. this was because that idiomatic expressions often used figurative meanings in which it required the translator to be able to find out the appropriately equal meanings of which. 8 roro jonggrang kembali berpikir keras dan ia pun menemukan jalan keluarnya. rara jonggrang went on thinking strenuously and finally found an idea. paraphrasing 9 prabu sungging membuang air kecil pada daun caring. prabu sungging urinated on taro leaves. paraphrasing 10 tiba-tiba seekor babi yang bernama wayungyang datang meminum air seninya. a female boar called wayungyang came and drank his widdle. paraphrasing 11 ia tidak ingin terjadi pertumpahan darah di antara para raja dan pangeran tersebut dengan hanya menerima salah satu pinangan dari mereka. she was afraid that her accepting one of the proposals would cause wars among the men. paraphrasing 12 dasar anak tidaktahu diri! you wretched, ungrateful son! paraphrasing 13 setiap sore ia selalu hilirmudik di kampungnya tanpa tujuan yang jelas, kecuali hanya untuk mempertontonkan kecantikannya. one of her bad habits was showing off her beauty to the local people living in the surroundings. omission 14 oleh karena kedua belah pihak tetap teguh pada pendirian masing-masing, akhirnya terjadilah perselisihan di antara mereka. seeing no solution, they inevitably came to blows. omission 15 tak ayal, pertarungan sengit pun tak terhindarkan. both sides clashed fiercely. omission 16 bandung bondowoso menyatakan maksud hatinya kepada raja jonggrang. omission 17 tanpa berpikir panjang, ia pun membawa pulang bayi itu ke istana. he took the poor baby back to town. omission 18 setelah berpikir keras, akhirnya ia pun menemukan sebuah cara. an idea finally came across her mind. omission to be able to arrive at the goal for finding out the equal meanings of idiomatic expressions, it was of urgency for the translator to prepare for the technique to translate those expressions. based on the theory proposed by baker, (2011), there are five strategies used in translating idiomatic expressions. however, this study revealed that the translator only used three techniques to translate all eighteen idiomatic expressions; they were paraphrasing, similar meaning similar form, and omission. furthermore, in this study, the researcher found that paraphrasing was the most-used strategy employed by the translator. it was reflected from the number of idiomatic expressions translated by means of paraphrasing, which were eleven items out of eighteen items in total. this finding was in line with wati (2014) who also found paraphrasing as the most used technique in translating idiomatic expressions. in the previous research, she investigated the strategies of translating idioms in recount text from english into indonesian used by english department students of university of muhammadiyah malang. she found that out of the other five strategies, the most common strategy in translating idiom was translating by paraphrasing. it was further investigated that the choice of translating by paraphrasing was mostly chosen because it was flexible than any other strategies and might be that the translators could not find the appropriate idiomatic language in the target language. in addition, it was also in line with baker’s notion which says that translation by paraphrasing is the most common way of translating idioms (2011). the second most-used strategy in translating the idiomatic expressions was omission, which were six out of eighteen items. in this case, based on the data analysis, some of the idiomatic expressions were omitted due to the stylistic reason. it was match with baker’s theory which says that the idiomatic expressions will be paraphrased if there is no close match in the target language, its meaning cannot be easily paraphrased, or for stylistic reasons (baker, 2011: 85). 55 conclusion based on the research findings in the previous chapter, some conclusions can finally be drawn. several idiomatic expressions are found in five indonesian legends, namelytangkuban perahu, malin kundang, gunung bromo, candi prambanan, and danau toba. there are eighteen idiomatic expressions found in source texts of indonesian legends which are idiomatic expressions in bahasa indonesia. furthermore, there are strategies of translating idiom which have been suggested by baker applied in the process of translation of idiomatic expressions from bahasa indonesia into english. however, thereare only three out of five strategies only found in translating five indonesian legends from bahasa indonesia into english. meanwhile, the translation by paraphrasing was the most strategy applied (eleven out of eighteen cases). then the translation by omission strategy was the next frequent strategy (six out of eighteen cases). in addition, the translation by similar meaning and similar form strategy was infrequent to use (only one case out of eighteen cases). references baker, m. (2011). in other words: a course book on translation. abingdon: routledge. lim, t.c. (2004). advanced english idioms for effective communication. jakarta: penerbit erlangga. makkai, b., and gates. (1995). a dictionary of american idioms. new york: barron's educational series, inc. simatupang, m.d.s. (2000). pengantar teori terjemahan. universitas indonesia: jakarta wang, l. & wang, s. (2013).a study of idiom translation strategies between english and chinese. theory and practice in language studies, vol. 3, no. 9, pp. 1691-1697, september 2013. retrieved from http://www.academypublication.com/issues/past/tpls/vol03/09/27.pdf wati, c.d. (2014). the strategies of translating idioms in recount text from english into indonesian used by english department students of university of muhammadiyah malang. unpublished thesis. malang: the undergraduate programme of university of muhammadiyah malang. 219 celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index mythical car: metonymy in taylor swift’s song lyrics jonathan irene sartika dewi max * faculty of cultural sciences, mulawarman university, indonesia* abstract varieties of car-related words reflect how the knowledge involving the vehicle has been stored in cultural society. the repetitive occurrence of phrases about a car in taylor swift’s 40 song lyrics raises a question on how such a thing is used in song lyrics to convey meaning. this article uses littlemore's (2015) theory to figure out the domain where metonymy is used. to explain the meaning-making process, it adopts moore’s (2016) notion that to reach metonymy is by analyzing the semiotic property of experiential correlation and descriptions of the semiotic structure which brandt et. al (2019). then, a qualitative method suggested by gravells (2018) is applied to read the interaction among language features in context. the metonymy analysis shows the songs employ the domain of car parts, car types, road areas, driving manners, and street signs as part of car metonymy. the semiotic analysis shows that the car has the mythic meaning of overcoming trouble, private space, taking action, romance, and status so that the meaning is readily grasped by the audiences. thus, this article enriches the method of researching popular songs where language plays vital parts in the lyrics. keywords: car; metonymy; semiotics; song lyrics; taylor swift abstrak ragam kata yang berhubungan dengan mobil mencerminkan bagaimana pengetahuan tentang kendaraan tersimpan dalam masyarakat berbudaya. kemunculan berulang frasa mengandung mobil dalam 40 lirik lagu taylor swift menimbulkan pertanyaan bagaimana hal tersebut digunakan dalam lirik lagu untuk menyampaikan makna. artikel ini menggunakan teori littlemore (2015) untuk mengetahui domain metonimi digunakan. untuk menjelaskan proses pembuatan makna, peneliti mengadopsi gagasan moore (2016) untuk menganalisis properti semiotik dari korelasi pengalaman dalam metonimi. kemudian, metode kualitatif oleh gravells (2018) diterapkan untuk membaca interaksi antar fitur bahasa dalam konteks. analisis metonimi menunjukkan bahwa lagu-lagu tersebut menggunakan domain suku cadang mobil, jenis mobil, area jalan, cara mengemudi, dan rambu-rambu jalan sebagai bagian dari metonimi mobil. analisis semiotik menunjukkan bahwa mobil memiliki makna mitis yakni, mengatasi masalah, ruang privat, mengambil tindakan, mengalami romansa, dan menyandang suatu status sehingga maknanya mudah ditangkap oleh khalayak. dengan demikian, artikel ini memperkaya metode penelitian lagu-lagu populer di mana bahasa memainkan peran penting dalam liriknya kata kunci: lirik lagu; metonimi; mobil; semiotika; taylor swift e-issn: 2621-9158 p-issn:2356-0401 *correspondence: irenesartika@fib.unmul.ac.id submitted: 12 december 2022 approved: 28 december 2022 published: 30 december 2022 citation: max, j.i.s.d. (2022). mythical car: metonymy in taylor swift’s song lyrics. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2),219235. doi: 10.22219/celtic.v9i2.23139. mailto:irenesartika@fib.unmul.ac.id jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 220 introduction cars have become part of the human necessity for mobility since they were invented around the 1800s and massively produced around the 1920s (nieuwenhuis, 2010). the practice of car driving results in expressions that store knowledge and experience on it. they are mirrored in the idioms invented by the cultural society which are now able to signify a meaning from the involvement with the automobile. terms like old banger and jalopy refer to a worn-out car while lemon to a car manufacturer's defect. there are also idiomatic phrases that refer to manners in riding a car like a hell for leather and putting the pedal to the metal which means to travel very fast or to maintain high-speed driving. some phrases also refer to certain types of drivers; an amber gambler is one who risks it all by passing an intersection when the traffic lights become red and the road hog is one who drives so fitfully that cannot be safely overtaken by another vehicle (reed, 2022). some other idioms with a car-related situation are not even related to driving activity at all; jump on the bandwagon means to go with the majority or follow the current popular thing (jump on the bandwagon definition: to join an activity that has become very popular or to change your opinion to one that has become, 2023) and the dog that caught the car means someone who has overcome the experience so complicated that one does not know what to do next (dog that caught the car, 2015). transporting by car now allows people to mobile privately from one place to the other places conveniently, a person may develop new meanings every time she has a trip or a journey with a car. this personal experience is often associated with life experience resulting in an expression containing car-related metonymy appearing in verbal practice, especially in song lyrics. one of the songs discussed here, all too well (10 minutes version) (taylor’s version), is considered the longest no. 1 hit in hot 100 chart history beating the 50 years record held by don mclean’s american pie in 1972 (pilastro, 2021). the lyric of this heart-breaking song says, “we're singing in the car, getting lost upstate” (washington, 2022) which implies excitement at the beginning of a romantic relationship then, in the second verse, turns into saying, “and you were tossing me the car keys, fuck the patriarchy key chain on the ground, we were always skipping town” (washington, 2022) which means the character noticed something wrong for having no clear purpose in that relationship. the phrases mentioned above are salient not only in this example song but also are also noticeable in swift’s other songs which then raise the interest to describe the implication of the chosen language expression. in song writing, lyric lines appear is absurd if compared to everyday language but they are chains of words from the intended semantic field, in which coherence is processed through the relatedness of the words rather than appearing as full sentences (von appen et al., 2016). to write a song is about the capacity to turn everyday language into an intense and vital expression so it is a common way, as for songwriters to go through the creation of "fictitious" selves, or personae, by cooperating with their artistic practices and their cravings to perform making a "truth" that is more remarkable than the ‘‘literal truth’’ (mattison & suarez, 2021). in linguistics, such expression is called metonymy where idealized cognitive celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 221 models cover cultural knowledge which is not restricted to the ‘real world.’ it also represents distinct assessments of a certain concept and can be very personal for being an abstraction from an individual’s encounters with that concept (littlemore, 2015) the song mentioned above has framed the listener to a car situation which later is expectedly implying more than just an activity for it repetitively used in her songs now become a questioned motif. discussion on figurative expression highlights mainly metaphor and metonymy. in practice, metaphors are adopted a negligible quantity and are mostly grounded on the metonymic link (wang, 2020). it is noted that metaphor creates suggests new insight by creating new meaning understood by meaning existing in another thing (littlemore, 2015). referential metonymy, however, rarely creates new meaning for it depends on the existing relationships between the source and the target. therefore, metonymy is impactful to ‘language play’ by its ability to move attention from one part of a domain to another and to form chains of association that alter people’s perspectives in seeing things (radden, 2018). thus, the creative use of metonymy plays a significant role in song writing where the ‘space’ for telling a complex idea is limited by the style it usually appears. it is argued that how metonymic thinking is a creative force found in art, music, and film. it enables juxtaposition to deliver new meaning and can rhetorically function to extend the meaning of language resulting in a powerful and economical meaning-making device (littlemore, 2015). it may also promote a new focus on meaning while implementing the story mapping strategy in the reading class, where the method was used to improve the student's reading comprehension, particularly of narrative texts (syafii, 2021). metonymy gives shape to the mode human thinks and talks about everyday events and it becomes the foundation of symbolic comparison in art and literature demonstrating the character of the poetics of mind (wachowski, 2019) so it leads to the construction of symbolic value (zhang, 2016). when it is read figuratively, metonymy is a phenomenon of poetic language where the meaning is understood not based on similarity but in contiguity while it is the analogy in metaphor. contiguity in metonymy denotes the notion that ideas, memories, and experiences are associated when one is recurrently undergone with the other (matzner, 2016). besides, metonymy is an indexical relation that makes an associatory network in an abstract frame and has an experiential basis established in the human condition as a part of the language users’ socio-cultural knowledge (panther & thornburg, 2018). the system of signification in the use of metonymy falls into peirce’s index since the identification of the signified includes causality and is stipulated by the lexical meaning that covers the relation of contiguity. it is noted that the connotative power of signs is important for it assists a cultural, and ideological purpose, thus ‘mythology’ (littlemore, 2015). for roland barthes, it is argued that a variety of additional meanings are determined at a connotative level that brings all the social, cultural, and personal associations one has into the interpretation of signs (gravells, 2017). jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 222 figure 1. barthes’s order of signification (yelly, 2019) this process leads signs into codes, mythic meanings, the ideology. the analysis of metonymy falls in the search for mythic meaning which serves as additional connotative meaning to the denotative representation provided by signification order (chandler, 2017; gravells, 2017). so, semiotics provides a satisfactory analysis between signs and their referents systematically in the form of metonymic chaining (littlemore, 2015). studied under the scheme of figurative languages, it is found that vocabulary learning works best through domain association that focuses on cognitive operation in metaphor as well as metonymy as they may overlap each other (jimenez-munoz & martínez, 2017). metonymy is also explained as different from other kinds of abstract polysemy where the change of meaning is detected only in one conceptual area because meaning for metonymy ensues not in the terminology but in “illustrative material” (gabidullina et al., 2021). this article gives an overview of how different types of metonymies have distinct features and functions. metonymic conceptualization is studied to understand how the conceptual mechanism process contributes to the realization of mental space that determines the domain of meaning which enabled meaning inference when one meets with metonymic expression (vu et al., 2020). it is because, as the cognitive structure, a domain provides a background theme that helps one to grasp any word's meaning. further, metonymy is found to be fruitful in framing public education as a commercialized system of capital gain, endorsing competition, and building individualism (mclachlan, 2021). song lyrics, however, display distinguished characteristics of language play that become a great source for linguistic and cultural studies. the works of taylor swift, in this matter, have also been researched with various approaches and some studies have contributed to this interest. a semantic study of the metaphor used in the folklore album by taylor swift has found 3 types of meaning which are denotative, connotative, and affective meaning (frida & zuraida, 2022). songs in this album have also been studied to reveal the variety of life issues by looking at the use of deixis (ginting & levana, 2021). songs entitled betty, cardigan, and august from the same album, specifically, show that different proportions of the transitivity processes result in the different perspectives of individuals assigned to be the speaker in the lyrics (max, 2022). besides, figurative language is collected in the lyrics from taylor swift’s red album that are used to talk about treachery (setiawati & maryani, 2018). celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 223 the music video is even a reviving study object. the music video, as examined in rich brian’s official video, is a good way to express motivation and self-identity and cultivates the identity of a community (mutiah et al., 2021). in addition, symbolically, you need to calm down music video offers an alternative perspective on social issues (max & utomo, 2021). meanwhile, the semiotic approach is descriptively used to examine the eroticism myth in selected english song lyrics (ramadhani et al., 2019) and barthes’s denotation and connotation concepts are applied to reveal the urge of dismantling patriarchy in ariana grande’s song god is a woman (jafar et al., 2021). those attempts to study popular songs indicate a big interest in contemporary academic research. english songs increase students’ listening (solihat & utami, 2014) and on speaking skills (permana & megawati, 2021) in the way it has not focused on how meaning is produced in the song which is possibly useful to the reproduction of meaning by the students who learns from the songs. it is where the desire to learn english can be accommodated through informal education (mattarima et al., 2022). thus, practically, discussion on song lyrics can be added to the english club or classroom activities to enhance students’ motivation. meanwhile, this research contributes to the way english users perceive meaning by understanding the way metonymy works semiotically in creating myths in enjoyable popular songs. it also enriches the former research done on song lyrics analyzing metaphorical expression (akun, 2014) and figurative language (mianani & wardani, 2018). even the use of the rhetorical device in other types of english texts such as in business expressions where language play is proven to deliver a persuasive gesture to the addresses (supeno, 2018). this is because metonymy acts as a slice of expressed reality which develops those stylistic and rhetorical devices. different from the studies mentioned above, the way this research analyzes song lyrics offers not only descriptive categorization of metonymic expression but with the semiotic signification process attempts to describe how phrases about cars are chosen to produce levels of meaning. this research is also meant to provide a new scheme for studying language used in song lyrics where the efficient uses of metonymy play a big role in developing one’s sense of life experiences. therefore, it can also be fruitful for future researchers who want to study figurative language in literary works such as poetry and films. the researcher is then motivated to answer the question, “how are car metonymies used as a symbol in swift’s song lyrics?” by acquiring the domain of car as metonymy, the researcher wants to show how myth-making is realized around car-related terms as they appear in song lyrics and how it possibly develops one’s myth of the car-related experience. other words/phrases which do not evoke an association with carrelated activity are not discussed in this article. thus, linguistic awareness is raised for the readers who enjoy popular music as a current mode of self-expression. method the data source of this research is swift’s 40 songs containing words and phrases mentioning words related to cars occur such as cab, streets, key, parking jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 224 lot, chevy truck, passenger’s seat, etc. as listed below. all song lyrics used here are from taylor swift’s 9 albums launched from 2006 until 2020. table 1. taylor swift song titles containing car metonymy album no. title "taylor swift" (2006) 1 tim mcgraw 2 picture to burn 3 teardrops on my guitar 4 a place in this world 5 the outside 6 our song "fearless" (2008/2021) 7 fearless 8 fifteen 9 hey stephen 10 you belong with me 11 breathe "speak now" (2010) 12 never grow up "red" (2012/2021) 13 state of grace 14 begin again 15 come back...be here 16 nothing new 17 run 18 the very first night 19 red 20 treacherous “1989” (2014) 21 style 22 out of the woods 23 i wish you would 24 wildest dreams "reputation" (2017) 25 getaway car 26 king of my heart 27 new year's day "lover" (2019” 28 cruel summer 29 i think he knows 30 paper rings 31 cornelia street 32 death by a thousand cuts 33 london boy "folklore" (2020) 34 august 35 this is me trying 36 illicit affairs 37 invisible string 38 mad woman “evermore” (2020) 39 champagne problems 40 nobody, no crime to collect the data, firstly, the researcher read all the released song lyrics from the genius.com. secondly, lyric lines from each song that contain car-related words are highlighted. third, the data are organized in the lines listed in the table below. jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 220 table 2. data collected from taylor swift songs album no. title lyric lines "t a y lo r s w if t" ( 2 0 0 6 ) 1 tim mcgraw just a boy in a chevy truck that had a tendency of gettin' stuck on back roads at night i'm standin' on your street 2 picture to burn i hate that stupid old pickup truck you never let me drive 3 teardrops on my guitar so, i drive home alone he's the song in the car i keep singing, don’t know why i do 4 a place in this world don't know what's down this road, i'm just walking 5 the outside i tried to take the road less traveled by 6 our song i was riding shotgun, with my hair undone, in the front seat of his car he's got a one-hand feel, on the steering wheel, the other on my heart "f e a rl e ss " (2 0 0 8 / 2 0 2 1 ) 7 fearless here's a glow off the pavement, you walk me to the car i wanna ask you to dance right there, in the middle of the parking lot we're drivin' down the road so, baby, drive slow 'til we run out of road in this one-horse town i wanna stay right here in this passenger's seat 8 fifteen and then you're on your very first date and he's got a car and you're feeling like flying 9 hey stephen they're dimming the streetlights 10 you belong with me oh, i remember you driving to my house, in the middle of the night 11 breathe i see your face in my mind as i drive away "speak now" (2010) 12 never grow up you're in the car on the way to the movies "r e d " (2 0 1 2 / 2 0 2 1 ) 13 state of grace i'm walking fast through the traffic lights busy streets and busy lives 14 begin again and we walked down the block to my car and i almost brought him up 15 come back...be here taxi cabs and busy streets that never bring you back to me 16 nothing new but i wonder if they'll miss me once they drive me out 17 run give me the keys, i'll bring the car back around i'd drive away before i let you go there's a key on the chain, there's a picture in a frame 18 the very first night they weren't riding in the car when we both fell i was riding in the car when we both fell 19 red loving him is like driving a new maserati down a deadend street his love was like driving a new maserati down a deadend street 20 treacherous that nothing safe is worth the drive and i will follow you home “ 1 9 8 9 ” ( 2 0 1 4 ) 21 style midnight, you come and pick me up, no headlights, long celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 221 drive 22 out of the woods remember when you hit the brakes too soon? 23 i wish you would it's 2 am in your car windows down, you pass my street, the memories start you say it's in the past, you drive straight ahead 24 wildest dreams he said, "let's get out of this town drive out of this city, away from the crowds" "r e p u ta ti o n " (2 0 1 7 ) 25 getaway car no, nothing good starts in a getaway car you were driving the getaway car we're riding in a getaway car i'm in a getaway car put the money in a bag and i stole the keys 26 king of my heart cause all the boys and their expensive cars with their range rovers and their jaguars 27 new year's day you squeeze my hand three times in the back of the taxi i can tell that it's gonna be a long road "l o v e r" ( 2 0 1 9 ” 28 cruel summer i'm drunk in the back of the car 29 i think he knows he got my heartbeat, skipping down 16th avenue we can follow the sparks, i'll drive 30 paper rings the wine is cold, like the shoulder that i gave you in the street 31 cornelia street "i rent a place on cornelia street" i say casually in the car 32 death by a thousand cuts i dress to kill my time, i take the long way home i ask the traffic lights if it'll be alright. 33 london boy show me a gray sky, a rainy cab ride "f o lk lo re " (2 0 2 0 ) 34 august remember when i pulled up and said "get in the car" 35 this is me trying i had the shiniest wheels, now they’s rusting pulled the car off the road to the lookout 36 illicit affairs take the road less traveled by 37 invisible string bad was the blood of the song in the cab on your first trip to la 38 mad woman what do you sing on your drive home? “evermore” (2020) 39 champagne problems your midas touch on the chevy door 40 no body, no crime and i noticed when i passed his house his truck has got some brand-new tires to reach the objective of this research, the first analytical step taken follows littlemore’s four steps. the first is to identify metonymy which is done by looking for metonymy-related words. the second is to see the proportions of the operated metonymy. the third is to decide the domain of association. fourth is to see relations that happen within the domain (littlemore, 2015). the next step follows barthes’s second order of signification (1977) to reach the symbolism creation in the selected song lyrics. it is because, in understanding metonymy, it should be based on a semiotic property of the experiential correlation (moore, 2014). semiotics offers considerable interpretative flexibility in the recognition of units of meaning as its intentionality stretches to a more opulent and sentient reader’s jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 222 language processing (brandt, 2020). in addition, the qualitative method is also applied as it is meant to explain “the function of a language feature in context and interaction with other features” (gravells, 2017, p. 82). so, in presenting the analysis result, this research applies a qualitative method since semiotics has descriptive capacities when it reveals structures that produce meaning that needs a qualitative interpretation of a text. the quantitative technique is incompatible with semiotic analysis (chandler, 2017). findings 1. distribution of car metonymy in taylor swift’s songs indexical relation in metonymy is the underlying concept that figures out the basis of viewing the words or phrases evoking the activity related to the car when listening to the songs written by taylor swift. so, the observation of the song lyrics has already brought this awareness. however, the process of listing the metonymy also has undergone littlemore’s four metonymy identification where the researcher decides by observing that contextual and basic meaning is closely related to the text suggests the circumstance. with the steps, from the 40 selected songs, the researcher has managed to identify that, a. words/phrases are all related to a car which is the metonymically used word, b. mobile activity with a car is the proportion of the used metonymy, c. the domain is the car and everything associated with it, d. the fact that those words/phrases refer to the whole car-related activity, is a part of the whole metonym. table 3. distribution of car metonymy in taylor swift’s songs car car parts car types road areas driving manners street signs front seat, steering wheels, car keys, headlights, brakes, back of the car, tires, key chain, radio, passenger's seat chevy, truck, range rover, jaguar, taxi, cab, pickup truck, maserati, getaway car backroads, long road, cornelia street, dead-end street, road, creek beds, town, pavement, the block, one block wide, one-horse town, street, 16 avenue driving/drive, riding shotgun, drive away, rainy cab ride, drive home, pull off, pull up, driving/drive down, skipping town, riding, turn up, drive slow, getting stuck, long way street lights, traffic lights, parking lot there are five domains of car metonymy used in the song lyrics. the first one fills the area of car parts which are the front seat, steering wheel, car keys, headlights, brakes, back of the car, door, passenger seat, wheels, tires, and key chain. the second domain goes to the area of makers of the car which is mostly done by mentioning car brands like chevy, range rover, jaguars, and maserati and also the types of car like taxi, cab, pickup truck, and getaway car (which is the unique one here, but it is related to the type of car connoted by how it is used for). the third is the domain of road types which contiguously appear in noun phrases like backroads, long roads, cornelia street, dead-end street, long way, one-horse town, upstate, and town street. the fourth is the domain of driving manners which are represented by driving, riding shotgun, drive away, drive out, rainy cab ride, drive home, pull up, pull off, skipping town, and driving celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 223 down. the fifth domain goes to the physical object related to street properties like street lights, the block, traffic lights, and parking lot. 2. realization of car metonymy in taylor swift’s songs realization, in the semiotic system, is the evocation of meaning potential that allows readers to obtain meanings in context (kiernan, 2018). in writing song lyrics, the effectiveness of metonymy is needed for highlighting the important moment worth sharing from the countless possibility of choices to express it, that is the realization of metonymic meaning in the song. so, when an individual mentions parts of the car, there is a possibility that she is familiar with the car situation and carefully selects the parts that significantly generate meaning. take a look at the lyric excerpt below: i was riding shotgun with my hair undone in the front seat of his car he's got a one-hand feel on the steering wheel the other on my heart (swift, 2006a) ‘riding shotgun’ is associated with a distinct place to accompany the driver and the ‘steering wheel’ means a device used for controlling the vehicle. it could mean that someone has a chance to share at least the same space with the driver who has control of the riding. the whole experience of sharing space with a loved one evokes an idea of the excitement of teenage love as suggested by the song’s theme entitled our song. meanwhile, having types of cars mentioned in the lyric, swift might learn the way society readily connotes certain types of cars and it can be a shortcut to explain a specific situation or person talked about in the songs. 'cause all the boys and their expensive cars with their range rovers and their jaguars never took me quite where you do (swift, 2017) these two brands are associated with high-end vehicles owned by rich people. people characterized as having these cars must live a luxurious lifestyle and are often financially independent. it makes them able to afford the expensive brand instead of other cheaper brands for they are offered comfort and elegancy equal to the price paid for them. the song king of my heart tells how a person falls in love with someone who is more treasured than other people with expensive possession. the person whom the singer falls in love with metaphorically brings her to a new phase of life that cannot be done by other people. the next occurring domain describes the location or duration of the car driving activity and figuratively invites the listener to follow particular processes experienced by the person who voices the lyrics. so, baby, drive slow 'til we run out of road in this one-horse town i wanna stay right here, in this passenger's seat jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 224 you put your eyes on me in this moment now, capture it, remember it (swift, 2008) in fearless, she mentions a ‘one-horse town’ referring to a very narrow road where driving a car could be so challenging that the passengers must stop the car and walk it. it represents the end of the road which can be maximally reached by car. having that kind of trip suggests that the singer is willing to follow the journey until the end. the phrase one-horse town is effectively describing such expectation. then, the driving domain brings about the action taken by the actors involved in the journey. car metonymy is represented by drive away, drive out, rainy cab ride, drive home, drive away, pull up, driving down, pull off, skipping town, and drive down. “i've had (i've had) too much to drink tonight but i wonder if they'll miss me once they drive me out i wake up (wake up) in the middle of the night and i can feel time moving” (swift, 2021a) ‘drive out’ in nothing new lyric refers to the action that makes someone must leave a place mostly unwillingly. different use of verb phrases suggests different attitudes and purposes of car driving, therefore using this domain invites the listener to see how action might be taken as a response to a situation. the last domain consists of street properties that show how a person notices the details throughout her experience of driving a car. those are street lights, parking lot, traffic lights, and the block. these physical properties are mechanisms made to guide drivers on the streets usually for safety and order. so, this domain provides meaning potential in delivering the songwriter’s specified experience. “i dress to kill my time, i take the long way home i ask the traffic lights if it'll be alright they say, "i don't know" and what once was ours is no one's now i see you everywhere, the only thing we share is this small town” (swift, 2019b) ‘traffic lights’ as mentioned in death by a thousand cuts are part of car metonymy filling the domain of street signs involved in car driving activity. it is also part of socio-cultural knowledge for a person to notice the street signs that cue an expected order. though the lyric employs metonymic expression, it is still further implying a metaphoric expression even though no direct comparison is mentioned in its text painting method. this proves one best use of metonymy in song lyrics whose storytelling manner should be presented creatively to fit the text type. 3. mythic meaning of car in taylor swift’s songs metonymy is used in the song as the substitution of one verbal expression for another because the expressions are connected within an entanglement of connotative associations. the repetitive use of car metonymy found in swift’s celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 225 songs offers a stand to larger objects of domain or experiences. here, the researcher moves to display the possible myth of car metonymy by using barthes’s level of signification. signification is not a closed, static, or finished process; rather, it is a social event, a product where all members of a society are interpreters or decoders (sui & fan, 2015). first, the result of the semiotic analysis on the sign is presented in the table below placing each lyric that uses metonymy to symbolize trouble, private space, taking action, romance, and status. then, each myth will be given a lyric example to display barthes’s signification to show the level of denotative, connotative, and the myth in song lyrics placed in different sub-numbers. table 4. mythic meaning of car metonymy as result of semiotic analysis myths song titles avoiding trouble tim mcgraw, picture to burn, teardrops on my guitar, hey stephen, never grow up, come back...be here, run, red, style, out of the woods, i wish you would, getaway car, i think he knows, paper rings, death by a thousand cuts, illicit affairs, mad woman having private space tim mcgraw, teardrops on my guitar, our song, fearless, the very first night, treacherous, new year's day, cruel summer, cornelia street, august taking action the outside, our song, fearless, state of grace, nothing new, the very first night, treacherous, wildest dreams, getaway car, i think he knows, this is me trying, illicit affairs experiencing romance fearless, breathe, begin again, the very first night, getaway car, cornelia street, london boy possessing status tim mcgraw, picture to burn, our song, fifteen, king of my heart, invisible string, champagne problems, nobody, no crime thus, it reflects a substantial form of the songwriter’s perception and leads to the mythic meaning exposed together with the song themes. though the nature of metonymy is indexical, it has the potential to represent something else, so it should also be seen as a sign. the explanation below involves descriptions of the semiotic structure which is done a thorough reading on, firstly, the enunciation which seeks the speaker of the expression (brandt et al., 2019). second is the semantic content which pays attention to the subject being talked about. third is the textual rhetoric that see the how linguistic representation of the content. the fourth is the interpretational level which deals with describing the process of text in becoming a signifier for some life-world phenomenon and is identified as the author’s intention model. a. the myth of trouble a song entitled run talks about a romance between two persons getting into trouble in their relationship by the judgment of other people. to deal with this situation, the duo vocalist in this song intend to “run” away from the distractors who disapprove of their relationship. this song shows the idea of a rebellious love since it is well said in the song’s line saying “we can go like they're trying to chase us/ go where no one else is, run” (swift, 2021b). jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 226 language 1. signifier words “keys, car, town, drive away” 2. signified part of a car, vehicle type, road area, driving manner denotative myth 3. sign ii signified a means to avoid the trouble i signifier to drive a car connotative iii sign car is used when there is an attempt to avoid a trouble figure 1. the myth of trouble in the song entitled run, car metonymy appears in the line saying “give me the keys, i'll bring the car back around/ we shouldn't be in this town/ and my socalled friends, they don't know/ i'd drive away before i let you go” (swift, 2021b). the car-metonymy is represented by mentioning keys, car, town, and drive away. it denotatively leads to the image of a whole car and the action of using the car for a purpose. this example raises a connotative use of a car as a means to avoid trouble. overcoming trouble with a car is also found in other songs such as tim mcgraw, picture to burn, teardrops on my guitar, hey stephen, never grow up, come back...be here, red, style, out of the woods, i wish you would, getaway car, i think he knows, paper rings, death by a thousand cuts, illicit affairs, and mad woman. b. the myth of private space treacherous is a song chosen to display how private space is a myth contained in car metonymy used in taylor swift’s songs. this song talks about someone who has noticed that the love relationship she is about to commit will have a sad ending but still pursues it anyway. as it says “that nothing safe is worth the drive” (swift, 2021c) the song implies that anything that makes someone feel something and be alive with it is worth the try. language 1. signifier word “headlights” 2. signified part of a car that produces a powerful light attached to the front of a vehicle denotative myth 3. sign ii signified the private space needed by someone to deal with a private matter i signifier car connotative iii sign car is a private space figure 2. the myth of private space celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 227 in these lines, “two headlights shine through the sleepless night and i will/ get you a, get you alone” (swift, 2021c), headlights represent car parts that are switched on when a driver turns the vehicle on. it means that the car is used to go to a place. meanwhile, the overall song theme imbues a sense of a private relationship as the car is also used to pick somebody to get them alone. this myth also appears in songs entitled tim mcgraw, teardrops on my guitar, our song, fearless, the very first night, new year's day, cruel summer, cornelia street, and august. in these songs, car metonymy delivers the myth of private space which is a fragment of the songwriter’s life experience. c. the myth of action a song entitled i think he knows talks about someone that falls in love so deeply that all her behaviors send a clear love signal to the one she is in love with. the song theme delivers the idea that there is no need to hide the feeling for someone if it is true and somehow it is better to show them honestly to get a chance to win that person’s heart. it can be interpreted in the line that states “he got my heartbeat/ skipping down 16th avenue” (swift, 2019c). it turns out that the speaker of this lyric takes the first step which leads her to the next level of a romantic relationship. language 1. signifier word “drive” 2. signified act of operating a vehicle’s speed and direction denotative myth 3. sign ii signified any action taken as a response to a situation or feeling i signifier to drive a car connotative iii sign car driving means taking action figure 3. the myth of action here, car metonymy appears in the domain of action represented in lines “lyrical smile, indigo eyes, hand on my thigh/ we can follow the sparks, i'll drive” (swift, 2019c). to drive the car is the action taken by the speaker which connotatively means that she is about to respond to her emotion aroused by the presence of the one she loves. thus, car metonymy delivers the myth of action and this meaning also occurs in other songs like the outside, our song, fearless, state of grace, nothing new, the very first night, treacherous, wildest dreams, getaway car, this is me trying, and illicit affairs. d. the myth of romance cornelia street is a song talking about memories made in a place called cornelia street (a street in nyc). if we read the lines saying, “we bless the rains on cornelia street/ memorize the creaks in the floor” (swift, 2019a) they are telling jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 228 great detail about how the couple living there has built up memories so much that it will not be easy to forget. so, if the relationship ever ends, it will be hard for the singer to go back to the place. this message is insinuated by the lines “and i hope i never lose you, hope it never ends/ i'd never walk cornelia street again” (swift, 2019a). language 1. signifier words “backseat, cornelia street, car” 2. signified part of a car, road area, a mobile denotative myth 3. sign ii signified a situation where the romance happens i signifier car connotative iii sign car is romance figure 4. the myth of romance however, the car metonymy used in this song lyric suggests the beginning of a romance. the evidence lies in these lines stating, “we were in the backseat/ drunk on something stronger than the drinks in the bar/ "i rent a place on cornelia street"/ i say casually in the car” (swift, 2019a). the metonymy of a car in this lyric connects to the domain of car parts, road areas, and type of vehicle in which meaning connotatively develops as a situation where the romance takes place. the pieces of evidence show how car-related expression here has the myth of romance. this myth also occurs in other domains of car metonymy in the songs namely fearless, breathe, begin again, the very first night, getaway car, and london boy. e. the myth of status the country song entitled tim mcgraw delivers the idea of a short-term relationship which is highlighted in the lines that say “and i was right there beside him all summer long/ and then the time we woke up to find that summer gone” (swift, 2006b). though the relationship does not last long enough to be called a romance, the songwriter intentionally lists things that can recall their shared moments if one day the boy forgets about her. she mentions her faded blue jeans, little black dress, and her favorite song by tim mcgraw. language 1. signifier words “chevy truck” 2. signified a field truck with the chevrolet brand denotative myth 3. sign ii signified someone’s status i signifier car connotative iii sign car is a person’s status figure 5. the myth of status celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 229 the boy in the song is characterized as one who lives in a farming area as suggested by the used metonymy in the domain of car type found in the lines “just a boy in a chevy truck/ that had a tendency of gettin' stuck/ on backroads at night” (swift, 2006b). chevy is colloquially used to call the chevrolet brand of vehicle produced by american manufacturer general mobile. for this song context, this type of car refers to those that are commonly found in country field areas because of its build and power that suits that kind of work however the modern ones can be lux fancy cars. similar use of car metonymy is also found in songs entitled picture to burn, our song, fifteen, king of my heart, invisible string, champagne problems, and nobody, no crime. discussion metonymy enacts an important role in fashioning and sustaining a flow of ideas (littlemore, 2015). this common play of language has been known to be useful to raise the tradition of poetic symbolism sustained in popular songwriting because it is proposed to guarantee that those expressions are understood by the listeners. they are also meant to meet the referential function of language (von appen et al., 2016). evidence put in the result of this research shows that taylor swift’s songs recurrently used car metonymy in 40 song titles, selected from all released songs before her latest album called midnights which was released on october 21st, 2022. the findings show that the car-related words are distributed in the source domains which are car parts, car types, road areas, driving manners, and street signs making them a representation of the whole experience with mobile cars (target domain). to ‘partially’ mention the part to refer to the whole experience is claimed to be the very basic cognitive ability that construing life is impossible without (wachowski, 2019). it is hard to imagine if a song should always use a complex explanation for the story setting for a lyric could not compensate for the limited ‘space’ available. it is even impossible to be done in a daily conversation since it is also meant to meet the illocutionary function. it can be illustrated by the mapping below. figure 6. the cars metonymic mapping in taylor swift’s songs as a metonymic expression, they work to condense complex storytelling by raising the cognitive process of meaning-making so that the song lyrics can say more than what is written in the texts synchronized with the song themes. it is because the target meaning is highlighted and the source meaning turns jonathan irene sartika dewi max mythical car: metonymy in taylor swift’s song lyrics 230 backgrounded (wachowski, 2019). what is being targeted in the songs by using the metonymy is various events happening while one is doing an activity with a car. as explored above, there are certain conditions meant to be understood by the listeners. it means that the construe of meaning works best when a condition being talked about is readily acknowledged by the listeners since they may have shared the experience or at least they use a little imagination (as that one does in enjoying a novel) to construct the set of situation shaped by the songwriter. then, the transfer of meaning is effectively done. furthermore, one of four ways a song meets the pathic function is by the attention given to the symbol (von appen et al., 2016) because images were invoked by symbol rather than a literal description (forney et al., 2022). the way human attaches meaning to something is already saturated as well with the connotative meaning. in metonymy, it must not be seen as a concept triggered simply by linguistic form but as an allusion to a whole story of an expression gained from a specific context (zhang, 2016). so, when they appear in significant occurrences through the mentioned lyrics, it develops a motif that leads to mythmaking on the car-related activity. in this instance, metonymy is mostly representational as a form of symbolic communication (littlemore, 2015). besides, in a semiotic mode, metonymy has indexical relations among meaning elements that shape an associatory web within an intangible frame (panther & thornburg, 2018). consequently, the target domain found in the lyrics represents a bigger sense of experience that they signify. by putting each metonymic expression in the order of signification, they show how the car metonymy is first gone through a connotative stage from the second level of signification. a connotational framework is provided by cultural codes, and certain connotations are well-known within a culture that makes connotations not purely personal meanings (sui & fan, 2015). the signification order as demonstrated in the findings shows the mechanism of metonymic expressions, which firstly indexical, turns into symbolical carrying the myth of 1) avoiding trouble, 2) having private space, 3) taking action, 4) experiencing romance, and 5) possessing a status. this myth of car is the sense that everybody gets from the signs and the signs are made by a metonymic expression which, as said before, is a powerful device of storytelling. thus, those meaning readily set in the reader’s experience makes the message or the story in the songs perceivable to the listeners without having it said in a wordy narrative. the research purpose is now achieved after it manages to show how meaning is made through the intense use of car metonymies in 20 song lyrics that provide the context for a sign to develop a myth through the semiotic signification order. future research may be conducted to describe the singer’s ideas by mentioning specific hours of the day, types of clothes, or colors as they are saliently used in her songs too, especially in swift’s newest album midnights where colors like lavender, maroon, burgundy, green, and crimson are used as symbols related to life problems which makes it an interesting object to study. or, with the same stages developed in this research, other researchers can find different objects of analysis such as lyrics from other singers to find out more about the phenomena celtic: a journal of culture, english language teaching, literature and linguistics vol. 9, no. 2, december 2022 http://ejournal.umm.ac.id/index.php/celtic/index 231 of metonymy in songwriting so that more knowledge about language use in cultural expression can be stored in academic writing. this kind of research is not only relevant to english songs but also to indonesian songs as it is done within the stylistic study. for example, the dangdut song is found to have unique diction in the lyrics (yulistiana et al., 2019). similarly, korean songs which now employ code-switching with english phrases are proven to invite more listeners around the world (berliana & anjarningsih, 2022). in discourse study, attention to metonymy can provide empirical evidence on how an issue is being referred to in songs. thus, it can be further applied to the examination of a song lyric by focusing on the lexical aspect (risdianto, 2016), on the use of vernacular and slang variation (arbain, 2016), and the songs’ thematic analysis (zaidi, 2022). the semiotic approach taken in the analysis above is also in line with the systemic functional approach applied in a study that exposes moral values and judgment in a song when certain social-religious backgrounds are found to be a dependable point on the song’s interpretation (nurhamidah & purwanto, 2020). here, the stage of denotative and connotative meaning can be argued to reach the contextual inference as the language works as a sign. conclusion for taylor swift, metonymy involving cars is not only representing the physical activity of a human who is trying to be mobile from place to place but also a vehicle of meaning. a prudent choice of language is a product of intense observation of experience and therefore results in song lyrics that resonate with listeners around the globe. her distinct language competence is what makes her achieve the songwriter-artist of the decade award in the nashville songwriter awards 2022 (paulson & dowling, 2022). the discussion above is then useful to stimulate a proper appreciation of the songwriter because the language choice put in the songs is engaging for the listeners as it poetically fosters personal expression while using everyday language. since the research question is now descriptively answered, which is done by a careful exploration of words forming metonymy and putting them into barthes’s signification table, the established method can be used on various objects of study which is not limited to the song lyrics only. it is because metonymy has saturated the way language users write or speak in many communicative events. therefore, the method applied 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(2016). variation in metonymy: cross-linguistic, historical and lectal perspectives. in english inversion. de gruyter mouton. celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 enhancing students’ speaking ability at 10 th grade of computer and network engineering class at smkn 4 malang through l1/l2 based strategies rizki junaida, santi prastiyowati universitas muhammadiyah malang abstract the lack of speaking practice will cause some communication problems. when language learners do not know how to say a word in english, they can communicate effectively by using their hands, imitating sounds, using new words, or describing what they mean. those ways can be done by the studentsas communication strategies. this research is aimed to describe the enhancement of students’ speaking ability at computer and network engineering class c of smkn 4 malang by using l1/ l2 based strategies. this class action research (car) was conducted at smkn 4 malang. the subjects of this research were the students of thenth-grade of computer and network engineering class c, which consisted of 33 students. this classroom action research was conducted through the following procedures: preliminary observation, planning, implementing, observation, and reflection. there were two major indicators used as the criteria of success in this research. first, mean score of the post test was ≥ 75. second, there should be 50% of students get score ≥ 75. before conducting this research, a preliminary study was conducted to know the students’ problem in speaking skill. the result of the speaking test in preliminary study showed that the mean score of 33 students was 64.8. there were only 7 students who got score ≥ 75. in cycle i, l1/l2 based strategy showed the improvement of students’ speaking. the mean score of cycle i was 67.5. the cycle 1 failed because the students who got ≥ 75 were only 6 students which were consisting of 21%. however, the mean score of cycle ii was 78.6. it means that the first criterion of success was achieved. moreover, the students who got score ≥75 were 75.9%. therefore, the all criteria of success were achieved. to sum up, the result of classroom action research proved that l1/l2 based strategies could enhance speaking ability at 10 th grade of computer and network engineering class c at smkn 4 malang. keywords: speaking ability, li/l2 based strategies, communication strategies. introduction the main goal of learning a foreign language is to communicateeffectively with others by using the language.however, communication can be done not only in spoken but also in written forms. concerning the needs of effective communication orally, teaching speaking becomes much more demanded than other skills: reading and writing. 57 however, sometimes english skills such as listening, reading, speaking, reading, and writing are not taught specifically in senior high school. in smkn 4 malang, english subject is taught once a week. hence, the teaching and learning process focuses on the textbook. the teacher and the students tend to do textbook exercises. the situation only covers reading and writing skills. thus, the speaking skill is lack practiced. hence, the lack speaking practice will cause some communication problems. related to communication problems, cervantes and rodriguez (2012) state thatwhen language learners do not know how to say a word in english, they can communicate effectively by using their hands, imitating sounds, using new words, or describing what they mean. those ways which can be done by the students are communication strategies. in the process of learning a second language, learners will get communication problemsfrequently as the result of the lack ofenglish as second language (l2)proficiency. therefore, they should find ways to overcome their lackness by using one or more communication strategies. communication strategies can keep on communication channel, encourage hypothesis formation and create automatization. all the explanations above reveal the same purpose of communication strategies, namely to solve communication problems thatappeared by applying some kind of techniques. although the importance of communication strategies is widely recognized, there has not been discovered the development of nature of communication strategies in english as second language (l2)production (ellis, 1994:402). there are two communication strategies according to fearch and kasper. those are reduction strategies and achievement strategies (fearch&kasper, 1983). the reduction strategies are divided into formal and functional reduction. while achievement strategies consist of compensatory strategies and retrieval strategies. furthermore, this study focuses on some l1/l2 based strategies. l1/l2 based strategies is one of communication strategies that involves first language in the speaking activity. l1/l2 based strategies include code switching, foreignizing, and literal translation (fearch&kasper, 1983). l1 is the first language used by the students, in which it is bahasa indonesia. for example, the students mix an english sentence with an indonesian word. the case is code switching strategies. those communication strategies will be treated in order to improve students’ speaking ability. this research will be successful if it fulfills the criteria decided. in fact, there are two major indicators used as the criteria of success in this research. first, the mean score of the post test is ≥75. hence, there should be 50% of students get score ≥75. the minimum passing grade in smkn 4 is 75. thus, 75 is chosen as the criteria of success in this research. before communication strategies are implemented in the class, preliminary study has been conducted. the result of the preliminary study indicated that most of students have difficulties in speaking; it is proven by the mean score64.84. in this case, the highest score is 100 points. from 33 students, the researcher found that there are only two students who achieved 80. moreover, there are two students who gain the lowest score which is accounted by 45. from the result of the preliminary study, it is found that they have low score in speaking. that is why it is important for teacher and thestudents to understand the communication strategies in order to overcome communication problems. since the tenthgrade students in network engineering class c at smkn 4 malang found difficulties in speaking english, this study aims at enhancing students’ speaking ability. therefore, this study carried out to overcome students’ communication problems, in which it focuses on l1/l2 based strategies. the title of 59 this study is “enhancing students’ speaking ability in 10 th grade at computer and network engineering at smkn 4 malang through l1/l2 based strategies”. speaking speaking is one of the most difficult skills language learners have to face. in spite of this, it has traditionally been forced into the background while we, teachers of english, have spent all our classroom time trying to teach our students how to write, to read and sometimes even to listen in a l2 because grammar has a long written tradition (bueno, madrid and mclaren, 2006: 321). speaking is generally thought to be the most important of the four skills. indeed, one frustration commonly voiced by learners is that they have spent years studying english, but still they cannot speak it. teaching speaking there are some ways of people speak which should be considered in teaching speaking such as imitative, intensive, responsive, transactional, interpersonal, and extensive (brown, 2007: 327). the complete explanations of those performances are described below: a. imitative in this performance, students practice an intonation contour or try to pinpoint a certain vowel sound. hence b. intensive in intensive performance, students practice some phonological or grammatical aspect of language. c. responsive responsive is related to dialogue. hence, this performance demands the students to do short replies to teacher or student initiated question or comments. d. transactional transactional also related to dialogue, in which it carries out for the purpose of conveying or exchanging specific information. e. interpersonal interpersonal carries out more for purpose of maintaining social relationship than for transmission of facts and information. f. extensive extensive or monologue is the oral report, summary, or even short speeches. communication communication is needed in people’s life to maintain and improve relationship. hybels and weaver ii (2004: 7) state: communication is any process, in which people share information, ideas, and feelings. it involves not only the spoken and written word but also body language, personal mannerism, and style-anything that adds meaning to a message. while himstreet and baty (1990: 6) state that communication is a process to share information between or among individuals through symbols, signs and behavior. therefore, communication can be done in two ways which are verbal and non-verbal communication. 61 however, some elements can influence communication. hybels and weaver ii (2004: 9) state that those elements can be sender-receivers, messages, channel, noise, and setting. those elements can influence the effectiveness of communication. every element which is lost can give negative impact or positive effect toward the communication done by people. communication strategies the explanation below discusses aspects of communication strategies including the definition of communication strategies, and two kinds of communication strategies proposed by bialystok and faerch and kasper (in wei, 2011) strategies is defined by chamot (2005 in brown, 2007:132)as procedures that facilitate a learning task, that are most often conscious and goal driven. in second language acquisition, there are two types of strategy: learning strategies and communication strategies that is the base of this study. from different views, linguists define communication strategy in different ways. mitchell and myles (1995:94) say that communication strategies are tactics used by non-fluent learner during l2 interaction, in order to overcome specific communication problem. ellis (1985:165) addsthat the process involved in using l2 knowledge consists of production and reception strategies and also communication strategies. furthermore, tarone (in wei, 2011:12) defines communication strategies as mutual attempts of two interlocutors to agree on a meaning in situations where requisite meaning strategies do not seem to be shared. during the communication process, both the speaker and the listener are involved, therefore successful communication is the responsibility of both speaker and listener. when the participants are aware of that they do not understand each other, they will resort to a number of strategies: paraphrase, transfer, avoidance, and others. in conclusion, communication strategiesare techniques used by both speaker and listener deal with communication difficulties in second or foreign language. faerch and kasper typology of communication strategies færch and kasper (1983 in wei, 2011:13), who suggest communication strategies as a psychological process, believe that communication strategies are the solution to the individual’s problems of processing rather than the speaker’s and the listener’s mutual problems. they categorize the communication strategies into two main aspects: achievement communicative strategies and reduction communicative strategies. well-grounded from the strategies type in fearch and kasper (1983 in wei, 2011) the researcher decided to focus on achievement strategies were chosen as communication strategies which will be taught to the student. the l1 based strategies include code switching, foreignizing, and literal translation. method this research was conducted to improve the students’ speaking ability. harmer (2002) highlights that action research is the name given to a series of procedures which is engaged by teachers to improve aspects of their teaching and to evaluate the success and suitability of certain activities and procedures. burns (2010) adds that the central idea of the action part of action research is to intervene in a deliberate way in the problematic situation in order to change or improve something. the improvements that happened in action research are indicated by data or information that an action researcher collects systematically. this classroom action research was conducted through the following procedures: preliminary study, planning, implementing, observation, and reflection. 63 figure 1. research procedure (adapted from kemmis and mctaggart, 2000) to collect the data, the researcher used five instruments, namely, interview, questionnaire, field notes, observation checklist, and test. starting from the action, the researcher conducts structured interview. it demanded the researcher to notice and write the interviewees’ response. this interview was done to the teacher in preliminary study, in order to find the beginning information. the questionnaire was also given to the students in preliminary study. the questionnaire was used to know students’ ability. field notes were also needed to write the students’ progress in speaking while using l1/l2 based strategy. furthermore, the observation checklist was used to know whether the researcher gave appropriate treatment to the students or not. this observation checklist was carried out by the teacher. hence, speaking tests were given in preliminary study to know the students’ speaking ability and in the end of research to know whether l1//l2 based strategy could enhance their speaking ability. 1. preliminary study before conducting the research, preliminary study was carried out as the initial step. the purpose was to obtain the real condition about the setting and the subjects of the research. the researcher collected the data related to the problems encountered by the students and the technique or strategy applied by the teacher in teaching and learning process. to know the students` problems in the speaking activities, the researcher asked the students to speak one by one. from the result of the test, the students’ problems are noted as follows: the preliminary study indicates that most of students have difficulties in speaking proven by the mean score, namely, 64.84. in this case, the highest score is 100 points. out of 33 students, the researcher found that there were only two students who achieved 80. moreover, there were two students who gain the lowest score, 45. from the result of the questionnaire analysis, the researcher found that there were 9 students (27.3%) who did not agree that they often spoke english during teaching and learning process. from the students’ proficiency, the questionnaire shown that there were 12 students (36.4%) who agreed if they had enough vocabulary to be used in speaking english. besides, there were 15 students (45.5%) who agreed that they had good structure when they spoke english. from the speaking skill understanding, there were 15 students (45.5%) who agreed enough that they could understand well if somebody talked to them in english. hence, ten students (30.3%) agreed that the topics given in speaking were interesting. 2. planning of action referring to the result of the preliminary study, in which problems were identified, the researcher arranged some preparations in this planning stage before implementing the l1/l2 based strategies in students’ speaking. the planning covered some steps: preparing a lesson plan, preparing the research instruments, preparing the instructional materials, procedure of presentation, procedure assessment, and preparing the criteria of success. 65 2. implementing the implementation was performed after all preparations were made. the researcher taught the l1/l2 based strategies to the students in one meeting (a-two-hour meeting). the researcher also observed the students` progress during the process of teaching and learning. after giving the explanation, in the next meeting the students would retell movie by implementing l1/l2 based strategies in their speaking performance. 3. observation the observation was conducted during the process of the teaching and learning, in order to see the teacher`s and students` activities and performance in the application of l1/l2 based strategies. data on students’ speaking learning progress can be collected from observation checklist and field note. the data on students’ speaking achievement was from the students’ speaking score in the second meeting. 4. reflection the reflection stage was conducted after the accomplishment of each cycle. it was done by comparing the data collected through observation stage with the criteria of success. in this research, when the mean score is ≥75 and 50% of students’ amount got ≥75 as their speaking score, the research reached the criteria of success. hence, the research was stopped. however, if one of the criteria of success could not be reached, the research will be continued to next cycle. the mean score was calculated by using the formula below. formula of finding mean score: 𝑀 = ∑𝑥 𝑛 formula of finding speaking score: m = mean score ∑x = the number of correct items n = the number of items findings and discussion preliminary finding the questionnaire was given to all students who were in class. it was to know how often they spoke english in class, their understanding in speaking skill, and whether the topics given by teacher for speaking were interesting or not. from the result of the questionnaire analysis, the researcher found that there were 9 students (27.3%) who did not agree that they often spoke english during teaching and learning process. from the students’ proficiency, the questionnaire shown that there were 12 students (36.4%) who agreed if they had enough vocabulary to be used in speaking english. besides, there were 15 students (45.5%) who agreed that they had good structure when they spoke english. from the speaking skill understanding, there were 15 students (45.5%) who agreed enough that they could understand well if somebody talked to them in english. hence, ten students (30.3%) agreed that the topics given in speaking were interesting. in order to ensure students’ proficiency in speaking english, the researcher gave speaking test. this test was given to measure students’ speaking score. it was because; the score which was already owned by the english teacher was not specific for speaking. the score = ∑x × 5 67 result of the speaking test showed that the mean score of 33 students was 64.8. there were only 7 students who got score ≥ 75. cycle 1 well-grounded in preliminary, the researcher found students’ problem in which the result of the speaking tests showed that the mean score of 33 students was 64.8 whereas the criteria of success was 75. by knowing that fact, the researcher conducted cycle 1 to overcome their speaking problem found in preliminary study by using l1/l2 based strategy. there were only two students who obtained score above 75 and the mean score of cycle 1 was 67.5. since the first criteria of success was that students must acquire mean score ≥75, it can be concluded that the cycle 1 did not fulfill the criteria of success which has been determined. the biggest percentage was obtained by 23 students who got score < 75 which made up by 79.72%. the cycle 1 failed because the students who got ≥ 75 was only 6 students which were consisting of 21%. therefore, the cycle ii was conducted to revise the students’ speaking scores in cycle 1. cycle 2 cycle was conducted due to the fact that cycle 1 did not meet the criteria of success in which the criteria of success was 75. nonetheless in cycle 1 showed that the mean score was 67.5. therefore, cycle 2 was conducted to improve to gain the criteria of success in the students’ speaking score the first criterion of success was that the mean score of students’ speaking test should be ≥75. the mean score of cycle 2 was 78.6. it meant that the first criterion of success was achieved. in addition, there were only 7 students from 29 students calculated by 24.1% who failed to reach the criteria of success. they got speaking score < 75. if the percentage was accumulated, the students who got score ≥ 75 was 75.9%. therefore, the first and second criterion of success was achieved. the first criterion was the mean score of the students must be 75 and the second criterion, the students who got score ≥ 75 must be 50%. discussion from table 2, there were the increasing from preliminary study, cycle 1 and cycle 2. in the preliminary study that the researcher giving custom speaking test, the students got 64.8 as the mean score. there were not any treatments given in the preliminary study. the researcher wanted to know the students’ speaking proficiency. after getting treatment in cycle 1, their mean score increased to 67.5. it means that l1/l2 based strategy can increase their speaking ability although it did not fulfill the criteria of success. however, after revision in cycle 2, the students’ mean score reached 78.6. there was significant increasing from the cycle 1 to the cycle 2. moreover, the mean sore in the cycle 2 had fulfilled the criteria of success. thus, the cycle ii did not fail. table 2. students’ progress on mean score preliminary study cycle 1 cycle 2 64.8 67.5 78.6 69 according to faerch and kasper (1983), there are two kinds of communication strategies: reduction strategies and achievement strategies. in this research, l1/l2 based strategy includes in achievement strategy. there might be some factors that push them to use certain strategies in their conversation. it can be their english proficiency, nervousness, and so on. a research was done by manchon (2000: 8) who applied all communication strategies in foreign language classroom. she claims that after experiment, students were more aware of what it means to be communicatively competent, were more confident and willing to participate and take risk in communication. they were not very worried with their speaking accuracy. it was also occurred in this research while the students can speak fluently. moreover, communication strategies are defined as potentially conscious plan for solving communication problems in reaching a particular communicative goal (dong and peng, 2010: 18). their research implemented communication strategies to 89 chinese learners. they found that l1/l2 based strategies has the highest mean score that the other strategies. it can be assumed that l1/l2 based strategies has stronger influence to solve students’ communication problems that the other strategies. in this case, code switching as one of l1/l2 based strategy was used by the students as the appropriate communication strategy (begovic, 2011:18). out of the 237 utterances, there were 7 code switching found in the research. the researcher believes that code switching can help the students to solve their communication problems and to make the other people understand well. 5. conclusion and suggestion in cycle i, l1/l2 based strategy did not show the improvement in students’ speaking. the mean score of cycle i was 67.5. the biggest percentage was obtained by 23 students who got score < 75 which made up by 79.72%. the cycle 1 failed because the students who got ≥ 75 was only 6 students which were consisting of 21%. therefore, the cycle ii was conducted to revise the students’ speaking scores in cycle 1 due to the fact that the mean score of cycle 1 was 67.5. as a result, in cycle 1 there was no significant students’ speaking score improvement whereas the criterion of success was 75. although it was not really significant when it was compared to the findings of cycle i, however, the implementation of l1/l2 based strategy was successful to improve the students’ speaking ability. the mean score of cycle ii was 78.6. it means that the first criterion of success was achieved. there were only 7 students from 29 students were calculating by 24.1% who failed to reach the criteria of success. they got speaking score <75.if the percentage was accumulated, the students who got score ≥75 was 75.9%. therefore, the second criterion of success was also achieved. in line with the research findings, suggestions can be given to the teacher and further researchers.first, the teacher could encourage the students to experience the process of better speaking activity by giving clear explanation and instruction. second, the teacher should give enough time for the students to explore their ideas which will be delivered. for other researchers, they might conduct similar research related to the other communication strategies that can be used in speaking. however, students’ english proficiency should be considered. it is because 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(1995). second language learning theories. new york: hodder headline group. wei, l.(2011). communicative strategies in second language acquisition: a study of chinese english learners’ attitude and reported frequency of communicative strategies. d-essay in english didactics. retrieved from http://www.divaportal.org/smash/get/diva2:429103/fulltext01.pdf 45 celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index smk muhammadiyah banda aceh students' perception on the toeic competency test sarair*, lina farsia department of english education, faculty of islamic studies, universitas muhammadiyah aceh, indonesia abstract the purpose of this study is to describe how students at smk muhammadiyah banda aceh feel about the toeic competency test and pinpoint any obstacles they may have encountered while taking the test. using the purposive sampling technique, 30 children from class 2 at smk muhammadiyah banda aceh were chosen as the sample for this study. two questionnaires were used to gather data. the analysis findings suggest that most students have a favorable opinion on the toeic test. they believed that taking the test helped them improve their english, and they would suggest it to others. however, they also struggle to read test texts, comprehend challenging terms and settings, and respond to questions. additionally, some students lacked confidence and were unfamiliar with the test question styles. this study found that the toeic test has a good effect, but also highlights the difficulties that students experience. the recommendations include improving students' comprehension of exam instructions, addressing issues by understanding challenging terms and circumstances, and offering assistance to increase students' confidence. the toeic test and more efficient methods of english language instruction were predicted to benefit from the findings of this study. keywords: student difficulty; student perception; smk muhammadiyah banda aceh; toeic test abstrak tujuan dari penelitian ini adalah untuk menggambarkan bagaimana perasaan siswa di smk muhammadiyah banda aceh tentang uji kompetensi toeic dan menunjukkan dengan tepat hambatan yang mungkin mereka temui saat mengikuti tes. dengan menggunakan teknik purposive sampling, dipilih 30 anak kelas 2 smk muhammadiyah banda aceh sebagai sampel penelitian ini. dua kuesioner digunakan untuk mengumpulkan data. temuan analisis menunjukkan bahwa sebagian besar siswa memiliki pendapat yang baik tentang tes toeic. mereka percaya bahwa mengikuti tes membantu mereka meningkatkan bahasa inggris mereka, dan mereka akan menyarankannya kepada orang lain. namun, mereka juga berjuang untuk membaca teks tes, memahami istilah dan pengaturan yang menantang, dan menanggapi pertanyaan. selain itu, beberapa siswa kurang percaya diri dan tidak terbiasa dengan gaya pertanyaan tes. studi ini menemukan bahwa tes toeic memiliki efek yang baik, tetapi juga menyoroti kesulitan yang dialami siswa. rekomendasi tersebut termasuk meningkatkan pemahaman siswa tentang instruksi ujian, mengatasi masalah dengan memahami syarat dan keadaan yang menantang, dan menawarkan bantuan untuk meningkatkan kepercayaan diri siswa. tes toeic dan metode pengajaran bahasa inggris yang lebih efisien diprediksi akan mendapat manfaat dari temuan penelitian ini. kata kunci: kesulitan siswa; persepsi siswa; smk muhammadiyah banda aceh; tes toeic e-issn: 2621-9158 p-issn:2356-0401 *correspondence: sarair@unmuha.ac.id submitted: 19 june 2023 approved: 29 june 2023 published: 30 june 2023 citation: sarair, & farsia, l. (2023). smk muhammadiyah banda aceh students’ perception on the toeic competency test. celtic: a journal of culture, english language teaching, literature and linguistics, 10(1), 4562. doi: 10.22219/celtic.v10i1. 27296 mailto:sarair@unmuha.ac.id sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 46 introduction english is an essential global language in the professional world. many companies and organizations require employees to communicate effectively in english. consequently, numerous vocational high school (smk) students in indonesia take the toeic test as part of their preparation to enter the workforce. the toeic test can assist smk students in improving their english language skills and in enhancing their prospects for securing good jobs. proficiency in foreign languages, particularly english, is crucial for supporting competitiveness in the global job market that smk students are aware of. to support students' foreign language abilities, the ministry of education, culture, research, and technology of the republic of indonesia will implement international toeic certifications for smk students in indonesia. this program was an effort by the ministry of education and culture to prepare superior human resources in indonesia, aligning with the government's overarching plans. however, wijayanti et al. (2022) in her research claimed that the toeic is unquestionably not the same as the standard final test taken by students in trade schools. additionally, it was the first time a vocational school held the event in conjunction with a new period and new educational policy. consequently, students need to prepare more for this event. the test of english for international communication (toeic) is an english language test used in indonesian vocational schools. toeic assesses english language proficiency. according to (fauziati, 2016), the toeic is specifically designed to measure english language abilities for everyday communication in international work environments. currently, implementing english language tests in schools or educational institutions is an effective strategy for improving students' english language skills as it serves as a benchmark for researchers and workers worldwide (zahruni et al., 2020). for smk students, achieving a satisfactory toeic score opens up opportunities to compete in the job market at both national and international levels. therefore, it is crucial that smk students familiarize themselves with and master the toeic competency test. they were expected to understand the steps they could take to achieve their desired scores and the benefits of the test. however, there is often a discrepancy in perception between smk students and the toeic test. some students view the toeic test as challenging and irrelevant to their chosen major or profession. others felt unprepared or inexperienced when facing the test due to a lack of preparation or understanding of the test format and question types. as shown by zahruni et al. (2020), the toeic test has a number of issues with students' views. there were issues with vocabulary, comprehension of the toeic test questions, and strange voices in the listening segment. furthermore, in practice, not all smk students perceive the toeic test as important or relevant to their desired future career. some students may consider the test too difficult and not particularly useful in their field of interest. some may also feel that preparing for the toeic test requires significant time and expenses. divergent perceptions of smk students regarding the toeic competency test can impact the quality and effectiveness of smk education. students who lack motivation or feel unprepared for the toeic test may struggle to achieve good celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 47 scores and face challenges in meeting graduation requirements or securing their desired jobs after graduation. although studies have addressed students' general views on english language proficiency tests, the specific perceptions of smk students towards the toeic test, especially in the context of the new educational policy and the distinct challenges faced by vocational students, remain under-researched. this study seeks to address this particular gap. therefore, this research aimed to explore smk students' perceptions of the toeic test. by understanding the nuanced views and challenges faced by these students, this study offers fresh insights that have been previously overlooked. it is anticipated that the findings will not only shed light on why some smk students may not prioritize toeic preparation, but also provide actionable recommendations for educators and policymakers to better align the toeic competency test with the needs and aspirations of smk students. through this research, a bridge is constructed between the existing body of knowledge and the unique perspective of smk students in the context of indonesia's evolving educational landscape. literature review toeic stands for test of english for international communication, which is an english language test for communication purposes. toeic is a globally recognized assessment that provides an equitable and accurate measure of listening and reading skills in english, specifically tailored for professional environments (hoang et al., 2021). the purpose of this test is to measure an individual's english language proficiency, which can be used for job applications abroad. according to fauzi (2020), toeic is used to secure better employment opportunities in englishspeaking countries. toeic is also utilized for job applications, and many educational institutions, particularly vocational schools and polytechnics, incorporate this standardized test as part of their graduation requirements. zahruni et al. (2020) add that the majority of schools in indonesia, including vocational schools, use this test. therefore, toeic is designed for non-native english speakers to assess their communication skills in english for business, trade, and industry (dari & zasrianita, 2021). the toeic test consists of two separate sections: the first assesses receptive english skills (listening and reading), and the second assesses productive english skills (speaking and writing). students can choose to take both sections or only one, depending on their needs (education first, n.d.). each test has a unique structure and different evaluation methods. however, in this text, the focus is on the receptive skills, namely listening and reading. fauzi (2020) states that listening is one of the language skills taught in vocational high schools. listening is a crucial oral skill taught to vocational students for effective communication and career preparation after graduation. the listening section of the toeic test evaluates how well test takers understand english speakers. this section consists of four parts with 100 questions that are listened to through a cassette or cd within a time limit of 45 minutes (ets, 2008). on the other hand, reading comprehension, according to oxfordowl (n.d.), refers to the ability to read, analyze, and understand literature. it depends on two interconnected skills: language comprehension and word reading (the ability to sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 48 interpret symbols on the page) (the ability to understand the meaning of words and sentences). the reading section of the toeic test is divided into three parts, examining how test participants comprehend written english texts. participants will read various texts and answer 100 questions based on the content of the given texts within a total time limit of 75 minutes (ets, 2008). challenges in listening listening is one of the most difficult skills for non-native english speakers, especially in english tests. a language student frequently encounters challenges in listening when trying to comprehend a new language. the most significant issue with listening comprehension stems from the unique attributes of spoken language, particularly the representation of sound (kurniawan & sardison, 2016). anandapong, cited by rugsakorn et al. (n.d.), states that the challenges faced in listening can be attributed to inadequate auditory abilities of test takers and poor quality of audio media. sarair et al. (2022) mention several obstacles experienced by test participants in the listening comprehension section, such as their inability to understand native speakers whose pronunciation differs from their own, their difficulty in comprehension due to fast-paced speech, and encountering unfamiliar topics or terms. chonprakai, noted by rugsakorn et al. (n.d.), also adds that test takers struggle to differentiate sounds or identify the main ideas in listening due to the fast pace of the recording. (nurani & widiati, 2021) highlight the complexity of the listening learning process and emphasize the importance of creating a comfortable and enjoyable environment for students to effectively engage with it. fauzi (2020) also added that students often face challenges in listening comprehension, particularly when exposed to english listening tasks. they struggle to accurately perceive the sounds of the native language and rely on understanding key words for comprehension. while they can comprehend slower speech, they find it difficult to understand fast, natural native-sounding speech. they require multiple repetitions to grasp the content and tend to experience fatigue and decreased concentration during prolonged listening activities. dari & zasrianita (2021) claim, based on their research, that the challenges faced by students in participating in a listening test include their lack of understanding of the content being played, their lack of focus while listening to the audio, and their inability to comprehend the topic of short conversations in the audio. diora & rosa (2020) mention several challenges in listening comprehension, including difficulty of complex grammatical structures, challenge of understanding every word heard, challenge of digesting the meaning of lengthy spoken texts, and challenge of comprehending what the speaker is saying when the topic is unfamiliar to them. amir et al. (2019) inform that students often complain about the recordings being too fast and not being able to replay the audio. they feel overwhelmed by unfamiliar words, which hampers their understanding of the speaker's intention or message. another challenge is the level of concentration, where students feel nervous and under pressure, which affects their listening ability. challenges in reading several studies highlight the important role of reading in the efl classroom as a crucial academic skill that enables students to acquire new knowledge in various celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 49 subjects and develop diverse perspectives through interpretation (novitasari et al., 2021). additionally, sari et al. (2020) emphasize the importance of reading for students in terms of developing their english language skills. engaging in reading activities allows students to enhance their understanding of content and grasp the main ideas presented in texts. however, despite the significance of reading, english educators nationwide face challenges with students lacking the essential skills needed to comprehend english texts (novitasari et al., 2021). dari & zasrianita (2021) further argue that students encounter difficulties not only in listening but also in reading. specifically, students struggle with understanding the material being tested, including unfamiliar vocabulary and comprehension of reading test questions, leading them to rely more on guessing rather than analyzing the questions and answers. furthermore, among the three types of reading test questions, they find error recognition questions particularly challenging because answering those questions requires a thorough understanding of the question's meaning and grammar. bhakti et al. (2022) add that students face obstacles in comprehending reading texts due to a lack of interest in reading, unawareness of reading strategies, limited vocabulary knowledge, and lengthy texts that make students bored. nurmalasari & haryudin (2021) claim in their research that almost all students do not understand the discussed texts, and some of them struggle to comprehend the intended questions. nurmalasari & haryudin (2021) also add that students lack grammar proficiency, so when they attempt to translate each sentence, they find it difficult to organize the meaning of each word and extract information from a sentence. this is why students require multiple attempts to interpret just one paragraph of text. abeeleh et al. (2021) also points out that environmental conditions influence learners' attempts to comprehend a reading text. method the primary objective of this study was to delve into the viewpoints of secondgrade students from muhammadiyah vocational high school in banda aceh regarding the toeic test, specifically focusing on their perceptions and the hurdles they confront during the test. we selected 30 students through purposive sampling, a decision swayed by their imminent long vacation in may 2023, which made them more accessible for the study. recognizing that many had not previously engaged with the toeic test, it was administered before handing out the questionnaires to gauge their experience and feedback. the key tool for gathering data was a structured questionnaire, bifurcated into two sections: the first ten questions gauged their viewpoints about the toeic, while questions 11-20 aimed to understand the obstacles they faced. to ensure clarity and comprehension, the questionnaire was rendered in indonesian. once the data was collated, a descriptive narrative approach was employed to sift through and understand the nuances of the students' feedback and challenges related to the toeic test. the 20 questions were distilled into 9 distinct categories for a more streamlined interpretation. the outcomes from this exploration are poised to offer critical insights for educational institutions and educators. these insights will be instrumental in enhancing sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 50 preparatory approaches for the toeic and in crafting pedagogical tools to navigate through the identified challenges. table 1. the classification of the questionnaire findings the present study aimed to investigate students' preparation and experience with the toeic (test of english for international communication) test at smk muhammadiyah banda aceh. the toeic test is widely recognized as a measure of english language proficiency and is often utilized for academic and professional purposes. through a descriptive narrative analysis, this research sought to gain insights into students' perceptions, level of preparation, and the challenges they faced during the toeic test. the findings contribute to a better understanding of students' perspectives and provide valuable implications for enhancing test preparation strategies and addressing the difficulties encountered in taking the toeic test. no indicators statements item no. 1 awareness and familiarity had ever heard the toeic test before 1a had taken the toeic test before 2a 2 preparation and practice the frequency of practice english before taking the test 3a kind of resources before taking the test 8a how prepared before taking the test 9a 3 confidence and perception the confident of english ability before taking the test 4a the accuracy of toeic test as a measurement for someone’s english proficiency 5a 4 impact and recommendation opinion on toeic test helps improve the english skills 6a recommendation of toeic test for friends and family to measure their english proficiency 7a the important of toeic test for future career prospect 10a 5 comprehension of instructions and accent facing difficulties in understanding the test instruction 1b facing difficulties in understanding english accents used in the test 4b 6 time management and test duration time given in the test is sufficient enough 2b 7 difficulty in answering questions difficulty in answering toeic test questions 3b difficulty to understand the difficult words in the test 5b difficulty to understand the context or situation in the test 6b difficulty to understand the texts or reading materials in the test 7b 8 lack of confidence and unfamiliarity lack of confidence when taking the test 8b unfamiliar with the types of questions given in test 9b 9 other factors other factors that make difficult when taking the test 10b kinds of factors that make difficult 11b celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 51 students' perception of the toeic test here are some viewpoints and perspectives of toeic test takers from vocational high school students. table 2. awareness and familiarity no statements responses yes no 1a have you heard of the toeic test before? 17% 83% 2a have you taken the toeic test before? 100% the data reveals that 17% of the respondents claim to have heard about the toeic test before, while the majority, accounting for 83% of the respondents, have never heard of it. this finding suggests that a small portion of the participants had some prior knowledge or exposure to the toeic test, while the majority were unfamiliar with it. the data provided indicates that 17% of the respondents claim to have prior knowledge of the toeic test, while the majority, comprising 83% of the respondents, have never heard of it before. this finding suggests that a small portion of the participants had some familiarity with the toeic test, while the majority were completely unaware of its existence. however, it is important to note that the questionnaire results show that all respondents (100%) stated that they have taken the toeic test. this result can be attributed to the methodology employed in the study, where the researcher administered the toeic test to the participants before administering the questionnaire. by doing so, the researcher ensured that all participants had the opportunity to experience the toeic test firsthand, allowing them to have a better understanding of what the toeic test entails. this approach not only familiarized the students with the test but also provided them with the necessary context to provide informed responses to the questionnaire. therefore, the finding that all respondents claim to have taken the toeic test can be attributed to the preparatory measure taken by the researcher, which enabled the students to become acquainted with the nature of the toeic test. table 3. preparation and practice no statements responses 3a how often did you practice english before taking the toeic test? less than 1 hour per week between 1-3 hours per week between 4-6 hours per week more than 6 hours per week 47% 50% 0% 3.3% 8a what resources do you use to prepare before taking the toeic test? english books online materials english app not using any resources 53% 3.3% 13% 30% 9a what is your level of preparation for the toeic test? highly prepared quite ready not very prepared not prepared at all 20% 33% 40% 6.7% the data presents important insights regarding the english language training and preparation of the respondents for the toeic test. the majority of respondents practiced english for 1-3 hours per week, with a small percentage dedicating more extensive time to language practice. english books were the most commonly used sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 52 resource, but a significant portion of respondents did not utilize any resources, and only a few relied on online materials. in terms of readiness, a considerable proportion of respondents expressed feelings of unpreparedness or uncertainty. this highlights the need for more structured and consistent language training to improve readiness levels. additionally, the variation in readiness levels emphasizes the importance of addressing individual needs and providing adequate support to enhance confidence and preparedness. the findings underscore the importance of increasing the intensity and variety of english language training among the respondents. it is essential to introduce diverse learning materials and strategies to complement the use of english books. by addressing the concerns and improving readiness levels, a more confident and well-prepared test-taking experience can be achieved. table 4. confidence and perception no statements responses 4a what is your confidence level in your english skills when taking the toeic test? confident not so confident 70% 30% 5a do you think the toiec test is an accurate measurement of a person's english skills? yes no 77% 23% the data obtained from the questionnaire provides valuable insights into the confidence levels and perceptions of the respondents regarding the toeic test. the majority of participants, accounting for 70%, expressed confidence in their english language skills during the toeic test, while 30% reported feeling less confident. this indicates that while a significant portion of the respondents felt assured in their language abilities, there is still a notable percentage who experienced doubts or lacked confidence. additionally, when asked about their perception of the toeic test as an accurate measure of english language proficiency, the majority of respondents (77%) agreed that the test effectively evaluates one's language abilities. this suggests a widespread belief in the validity and reliability of the toeic test for assessing english language skills. however, it is important to note that 23% of the respondents disagreed with this view, indicating varying perspectives and levels of skepticism regarding the test's accuracy. these findings highlight the diverse range of perspectives among the respondents concerning their confidence levels and perceptions of the toeic test. while a significant proportion expressed confidence in their language abilities and considered the test to be an accurate measure, there were still participants who felt less confident or held reservations about its effectiveness. these results emphasize the importance of addressing individual differences in confidence and perceptions when designing and administering language proficiency tests like the toeic, as it greatly influences the test-takers' experience and overall evaluation. table 5. impact and recommendation no statements responses 6a yes no celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 53 do you feel the toeic test helps improve your english skills? 70% 30% 7a would you recommend the toeic test to friends or family who want to measure their english skills? yes no 60% 40% 10a how important do you think the toeic test is for your future career prospects? significant insignificant 93% 3% the information offered sheds light on the respondents' perceptions of the toeic test, its effects on their language abilities, and their hopes for the future. the toeic test is perceived as being successful by a large majority of responders (70%) who feel that it helps them enhance their english language skills. however, 30% of respondents do not hold the same attitude, indicating that individuals may have different experiences or viewpoints. additionally, more than half of the respondents (60%) said they would be happy to advise people to take the toeic test if they wanted to gauge their english language skills, which is a strong indication of the test's reliability and value. furthermore, a sizable majority (97%) believes that the toeic test will be crucial for their future professional activities since they understand how vital it is for establishing language competency and expanding employment options. however, a tiny percentage (3%), demonstrating varied opinions on the test's significance to their professional objectives, believes it to be less significant. as a whole, the data shows that respondents have a largely favorable opinion of the toeic test, with the majority of them agreeing that it has the ability to increase language proficiency, endorsing it to others, and considering it essential for future employment possibilities. these results highlight the importance of the toeic test for professional success and language acquisition. difficulties encountered by students while undertaking the toeic test the following are some variables that can make it challenging for students in vocational high schools to take the toeic test. table 6. comprehension of instruction and accent no statements responses yes no 1b are you facing difficulties in understanding the toeic test instructions? 70% 30% 4b do you find it difficult to understand the english accent used in the toeic test? 50% 50% the information provided emphasizes the challenges respondents encountered when taking the toeic test, particularly while trying to understand instructions and english dialects. the majority of respondents (70%) reported difficulty understanding the test instructions, suggesting that the instructions' complexity or clarity may have an impact on their performance. additionally, while sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 54 the other half did not notice any faults, 50% of the respondents said it was difficult to comprehend the english accents utilized in the test. to maintain fairness and accuracy in determining language competency, these findings highlight the significance of giving clear and understandable instructions in the toeic test. additionally, given the wide variety of accents utilized, it can be advantageous to expose test-takers to several accents during preparation to enhance their listening and understanding abilities. the data reveals that a significant portion of the respondents faced challenges with instructions and english accents in the toeic test. these insights highlight the need for test developers to prioritize clear instructions and consider the diversity of accents to create a more inclusive and effective testing experience for all participants. table 7. time management and test duration no statement responses 2b do you feel that the time allotted for the toeic test is sufficient? yes no 63% 37% the study's data makes it possible to understand how respondents felt about the time allotted for the toeic test. while 37% of participants thought the provided time was insufficient, the majority of participants (63%) thought it was acceptable. this result implies that most test-takers were able to comfortably complete the test within the allotted time, demonstrating a good fit between the test's time limit and the target population's skills. however, it's possible that the 37% of respondents who felt that the allotted time wasn't enough had trouble finishing the test in the allotted time. as showed in zahruni et al. (2020)’s research that one difficulty encountered by students during the toeic test is accurately managing their allotted time. the difficulty of the test questions, the requisite reading or listening comprehension speed, or certain testtaking techniques may all have an impact on how this impression is formed. in order to effectively create and administer the toeic test, it is crucial for test creators and administrators to take these findings into account. for a fair and accurate evaluation of test participants' language proficiency, it is essential to make sure that most of them believe they have enough time to complete the task at hand. furthermore, it could be advantageous to pinpoint the precise locations where test-takers encountered time-related difficulties and, if necessary, modify the test's format or question types to ease any time restrictions. the data indicates that the majority of respondents thought the time allotted for the toeic test was adequate, while a minority thought it was insufficient. these observations highlight how crucial it is to carefully analyze the test's time component and make necessary adjustments to make sure that test-takers have an equal opportunity to demonstrate their language proficiency within the allotted time. table 8. difficulty in answering questions no statement responses yes no 3b do you find it difficult to answer the toeic test questions? 77% 23% celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 55 5b do you find it difficult to understand difficult words used in the toeic test? 70% 30% 6b do you find it difficult to understand the context or situation used in the toeic test? 60% 40% 7b do you find it difficult to understand texts or reading materials in the toeic test? 47% 53% the information illustrates the difficulties that test takers encountered during the toeic. 77% of test takers reported having trouble responding to the questions, and 70% had trouble understanding the difficult vocabulary. additionally, 53% of the participants had trouble understanding the reading materials, and 60% had trouble understanding the context or situation that was presented during the test. these findings draw attention to frequent areas of difficulties, such as reading comprehension, vocabulary knowledge, and context understanding. these revelations highlight the necessity for test designers and administrators to take these difficulties into account when creating and evaluating the test. it is imperative to address language complexity, offer suitable help and resources, and guarantee a fair and accurate evaluation of english competence. test takers can improve their chances of showcasing their language abilities on the toeic test by recognizing and overcoming these challenges. in result, the data shows that a sizeable percentage of respondents encountered difficulties with a variety of toeic test components. this underlines how crucial it is to offer resources and support in order to deal with these issues and guarantee a fair testing experience. table 9. lack of confidence and unfamiliarity no statement responses yes no 8b do you feel less confident when taking the toeic test? 47% 53% 9b do you feel unfamiliar with the types of questions given in the toeic test? 63% 37% the information offers perceptions into respondents' degrees of confidence and comfort with different question categories during the toeic test. it shows that while 53% of respondents said they felt sufficiently confident, 47% of respondents reported feeling less confidence during the test. this shows a sizable percentage of test takers had low confidence in their proficiency in the english language, which may have affected their results. in addition, 37% of respondents said they were familiar with the question formats used in the toeic test, while 63% said they were less familiar. this suggests that a large percentage of test-takers were unfamiliar with the exact question formats and structures utilized on the exam, which may have made it more challenging for them to comprehend and react correctly. these results underline how crucial it is to boost test-takers' self-assurance and familiarize them with the toeic test's question kinds. effective preparation, tools that help individuals become comfortable with question styles, advice, and practice opportunities that are tailored to the specific question kinds are essential. sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 56 by doing this, test takers can increase their level of comfort, confidence, and readiness for questions of a similar nature on the actual exam. the research emphasizes the necessity to boost test-takers' confidence levels and acquaint them with the toeic test's question patterns, as a conclusion. by giving them the right materials and support, you may improve their performance and get more precise english language proficiency measurements. table 10. other factors no statements responses 10b are there any other factors that make you feel difficult when taking the toeic test? if so, what factors caused the difficulty? lack of preparation lack of understanding of the english language lack of time provided to prepare cannot understand toeic test instructions well 37% 57% 3% 3% the data offers understanding into the elements causing the challenges faced by test takers during the toeic exam. the necessity of thoroughly preparing for the test is demonstrated by the fact that a sizable majority of respondents blamed their difficulties on a lack of preparation. the majority of test-takers also had trouble understanding english, notably in the areas of vocabulary, grammar, and reading comprehension. time restraints and difficulties comprehending the test instructions were also noted as contributing concerns. enhancing preparation efforts by offering direction, practice materials, and time management techniques is essential to overcoming these challenges. it is also crucial to increase english language proficiency through focused practice and instruction. test takers can benefit from clear and concise instructions as well as test-taking techniques to better grasp the test requirements. another crucial factor is allotting enough time for preparation. the key to minimizing difficulty in the toeic test is addressing the factors of inadequate preparation and english language comprehension, as well as time restraints and difficulties interpreting instructions. test takers' readiness and performance can be greatly enhanced by employing efficient study methods, language teaching, time management assistance, and clear instructions. discussion the findings of this study shed light on the familiarity and test-taking experience of students at smk muhammadiyah banda aceh regarding the toeic test. the data revealed that a small proportion of the respondents (17%) claimed to have heard about the toeic test before, indicating some prior exposure or knowledge. however, the majority of participants (83%) were completely unfamiliar with the toeic test, suggesting that it is relatively new to students at the school. this issue parallels the conclusions of (purnama et al., 2019) which highlights a problem at smk negeri dander, where an established culture of literacy, specifically english language literacy, is lacking. the introduction and habitual use of english and toeic can be advocated via the gls (literacy movement school). the celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 57 objective of this initiative is to promote reading and writing habits among students. in this campaign, students are expected to familiarize themselves with toeic materials, understand them thoroughly, and practice with toeic questions. another challenge for smk negeri dander, situated in dander district, bojonegoro regency, is the absence of prior training sessions focusing on toeic questions. interestingly, all respondents (100%) reported that they have taken the toeic test, which may seem contradictory to the earlier finding of their limited prior knowledge. this apparent inconsistency can be attributed to the study's methodology, where the toeic test was administered to all participants before the questionnaire. by doing so, the researcher ensured that all students had the opportunity to experience the toeic test firsthand, providing them with a better understanding of its content and structure. this approach aimed to familiarize the students with the test and enable them to provide informed responses to the questionnaire. therefore, the finding that all respondents claimed to have taken the toeic test can be attributed to the preparatory measure taken by the researcher, which facilitated the students' acquaintance with the nature of the toeic test. moreover, the data indicated that most students (83%) had never heard of the toeic test before. this finding highlights the need for increased awareness and information dissemination regarding the toeic test among students at smk muhammadiyah banda aceh. educators and policymakers should consider implementing initiatives to introduce the toeic test to students, as it can provide valuable insights into their english language proficiency and enhance their future career prospects. additionally, it was revealed that students' preparation for the toeic test was relatively limited, with most students (83%) practicing english for only 1-3 hours per week. this finding suggests that students should allocate more time and effort to prepare for the toeic test, as a more rigorous and extensive preparation may contribute to better performance and outcomes. (zakaria et al., 2017) in their research mentioned that the typical study duration for students at the state polytechnic of sriwijaya, barring those in the english department, is two hours per week. nonetheless, dedicating just two hours per week to learning english might not be sufficient to yield satisfactory outcomes in terms of toeic scores. implementing structured toeic test preparation programs, offering additional resources, and encouraging students to engage in regular english practice can be potential strategies to address this issue. iswati (2019) suggested that students should enhance their skills through toeic training, which would equip them with strategies and tips for succeeding in the toeic test, improve their english communication skills in relation to professional environments, and also provide motivation for students to learn english. this would bolster their confidence in using english and in tackling toeic questions. the study also explored students' perceptions of the toeic test as an assessment of english proficiency and its impact on their overall language ability. the majority of students (83%) believed that the toeic test accurately measures english proficiency, indicating their recognition of its validity as an assessment tool. furthermore, most students (83%) acknowledged the value of the toeic test in enhancing their english language skills, affirming its positive influence on their language development. dhewy & handayani (2021) disclosed that the toeic test sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 58 can be employed as a tool to hone and refine the english language abilities of students. it is a kind of assessment designed to evaluate the english proficiency of individuals operating in a business context. typically, toeic is a requirement for employees who frequently use english in their work, such as hotel and hospital staff, those involved in international meetings, or sports programs. furthermore, most students (83%) acknowledged the value of the toeic test in enhancing their english language skills, affirming its positive influence on their language development. regarding the sources utilized for toeic test preparation, students predominantly relied on english textbooks (67%), followed by online resources (50%) and language-learning apps (33%). however, it is noteworthy that a portion of students (17%) chose not to use any resources at all. this finding highlights the need for additional tools and materials to support students in their toeic test preparation. educators and test administrators should consider diversifying the available resources and providing comprehensive guidance to ensure that students have access to a wide range of effective preparation materials. efforts to discover more efficient methods and resources for teaching english as a foreign language have been made consistently, but the outcomes have not yet met expectations. this can be attributed to a variety of unpredictable factors that emerge during the teaching and learning process, even though they have been taken into account (umar, 2017). one of the sources based on research conducted by setyowati (2019) is through android app. she showed students how to use different android apps for toeic and ielts preparation. students will search for, download, and evaluate these apps based on their strengths, weaknesses, and attractiveness. this exercise will help them identify effective applications that can aid in improving their toeic and ielts scores. setiawan et al. (2023) also proposed to use app to increase the score. in his research, the students independently completed the exercises using the toeic application downloaded from the play store. this made the activity more hands-on, as the participants were able to work individually in class and receive instant feedback on their responses. most students feel adequately prepared and think highly of the toeic test for their future career possibilities when questioned about their amount of preparation and importance of the test for those chances. as nguyen et al. (2020) affirmed that knowing english has turned into a vital qualification for job applicants, which is why numerous people learning english aspire to take globally recognized english examinations like ielts, toefl, or toeic. among these, the toeic has been gaining more acceptance in both professional settings and educational organizations. numerous universities provide english courses tailored according to the toeic test scores of their students. agoestyowati et al. (2022) also revealed that at present, the toeic test is extensively used by corporations during the preliminary selection of potential employees. the toeic scores serve as a benchmark to gauge an individual's english proficiency. it is a common requirement especially for employees who often interact with international colleagues or those employed in multinational companies. these results show that students are aware of how important english language skills are for overcoming obstacles in the workplace. hence, job seekers are encouraged to build an appealing profile, demonstrating their readiness to engage on a global level. possession of a toeic certification enhances celtic: a journal of culture, english language teaching, literature and linguistics vol. 10, no. 1, june 2023 http://ejournal.umm.ac.id/index.php/celtic/index 59 the likelihood of gaining employment in international corporations (damayanti & gafur, 2020). many students reported having trouble understanding the directions, the time allotted, the questions, english accents, difficult vocabulary, the context or situations, reading texts or materials, lacking confidence, and the kinds of questions offered during the toeic test. these issues were also linked to a lack of preparation, a weak command of the english language, and a lack of knowledge with the different sorts of questions.this aligns with the findings of amir et al. (2019), who disclosed that students appear to have insufficient listening proficiency. their comprehension of information from oral communication seems to be heavily reliant on who the speaker is. this scenario appears to originate from the students' unfamiliarity with phrases used by native speakers of english. through interviews, amir et al. (2019) gathered students' feedback on the difficulties they encountered with listening during classroom sessions. these challenges encompass the rate of speech, restricted vocabulary, interpretation issues, entrenched language habits, and dialects. the findings of this study offer a thorough picture of how students at smk muhammadiyah banda aceh perceived, prepared for, and experienced taking the toeic test. these results can act as a solid foundation for the creation of test preparation courses that are more productive and help students overcome toeic test-related difficulties. the creation of more focused solutions to address the issues students faced during the toeic test as well as a deeper investigation of the variables affecting students' views and preparedness are suggested as areas for future research. it is important to acknowledge the limitations of this study. the findings are based on self-reported data from a specific sample of students at smk muhammadiyah banda aceh, which may not be fully representative of all students or educational contexts. future research should aim to include a larger and more diverse sample to obtain a broader perspective on students' familiarity, preparation, and perceptions of the toeic test. additionally, further investigations can delve into the factors influencing students' test. conclusion this study revealed that the majority of students at smk muhammadiyah banda aceh were unfamiliar with the toeic test. however, through the implementation of the test as a preparatory measure, all students had the opportunity to experience it firsthand, enhancing their understanding. it is recommended to increase awareness of the toeic test among students through targeted initiatives. the findings highlighted the need for improved preparation efforts, including structured toeic test preparation programs and additional resources. students recognized the test's accuracy in assessing english proficiency and its value in enhancing overall language ability. therefore, diversifying available resources and providing comprehensive guidance and support systems are recommended. the study's findings stress the significance of raising awareness, stepping up preparation efforts, and appreciating the toeic test's relevance in advancing students' english language ability and prospects for the future. further sarair, lina farsia smk muhammadiyah banda aceh students’ perception on the toeic competency test 60 research with larger and diverse samples is warranted to deepen our understanding of students' experiences and explore additional influencing factors. acknowledgment we would like to express our gratitude to all the participants of smk muhammadiyah banda aceh who took part in this study and provided valuable insights into their experiences with the toeic test. their participation and willingness to share their feedback were instrumental in generating the data that forms the basis of this study. we also extend our appreciation to universitas muhammadiyah aceh that supported and facilitated the data collection process. references abeeleh, t. w. a., al-ghazo, a., & al-sobh, m. 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(2020). the challenges of taking toeic test and how to overcome: perception of indonesian vocational students. ethical lingua: journal of language teaching and literature, 7(1), 82–91. https://doi.org/10.30605/25409190.167 zakaria, rahma, m., ridhwan, m., & eriza. (2017). the correlation between students’ english learning habits and their toeic institutional test scores in state polytechnic of sriwijaya. holistics journal18, 9(18), 31–41. celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 82 teaching vocabulary through snake and ladder board game in the tenth grade of sma muhammadiyah 1 malang dita fitriana, rahmawati khadijah maro universitas muhammadiyah malang e-mail: ditafitriana13@gmail.com abstract vocabulary is the language resource, students have to know vocabularies to produce sentences. thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. the subject analyzed in this research were the tenth grade students of sma muhammadiyah i. the experimental group was x-ipsi while the control group was x-ips-ii. this study employed quantitative research design. this design was selected due to this present study was required a concrete evidence whether snake and ladder board game could enhance students’ vocabulary mastery in senior high school or not. in this study the instruments used were pre-test, treatment, and post-test. the pre-test was given to both experimental and control group. after the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. after that, the post-test was also given to both experimental and control group. the researcher used t-test to know the significant difference between the mean score of the experimental and control group. the process of t-test was counted using computer spss 17 version. the result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. otherwise, the post-test score of experimental group was higher than the control group. accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school. keywords: snake and ladder board game, teaching, vocabulary introduction vocabulary is one of the language components playing a key role in all language skills: listening, speaking, reading and writing. based on the theory, it can be inferred that learning vocabulary is important and it is the key to learner’s understanding what they hear and read for the sake of good communication to other people. afterward, as noted by fardhini (as cited in kamali, 2014), vocabulary is one of the language components playing a key role in all language skills: listening, speaking, reading and writing. based on this theory, it is very important for the 83 students to learn vocabularies of the target language since vocabulary itself is the pillar of a language. however, teaching vocabulary also is not easy, especially in senior high school, it is quiet complicated because the students have inadequate vocabulary. in this case, the teachers were challenged because they have to develop their teaching methods or media in order to attract students’ attention and motivation in learning english. one of the media that may the teacher use to transfer the material is by using a game. a game use is a solution offered to learn vocabulary because game helped students to remember more words (tunchalearnpanih, 2012). considering this reason, teaching english using game might help the students to improve their ability in learning english especially their vocabularies. kamali (2014) elucidates that snake and ladder board game is one of board games that can be used as an interesting medium and increase student’s interest and motivation. moreover, hinebaugh (2009:2) states that board games are excellent tools for teaching fundamental and core educational skills. the previous statements strengthens the argument that games especially snake and ladder board game could potentially support and very helpful in teaching and learning activities to improve students’ vocabularies ability and also attract students’ motivation in learning english. in line with the previous statements, in this present study the researcher focuses on teaching vocabulary in 10 th of sma 1 muhammadiyah malang through snake and ladder board gamethe researcher conducted an experimental research to examine the effectiveness of teaching vocabulary using an innovative game. the result of this study is expected to give, first, theoretically for the next researchers and the readers, the output of this research might be useful as an additional information and knowledge for the next researchers. moreover, the readers and further researchers could use this paper to beautify their vocabulary mastery. secondly, practically for the teacher and the students is to have a beneficial useful for teacher to help finding an appropriate method used in teaching vocabulary in order to accustomed the students to vocabulary mastery. in this study, the researcher only focus on teaching vocabulary through snake and ladder board game. yet, the limitation of this research is 10 th grade of sma muhammadiyah 1 malang. in order to avoid some misunderstanding about a certain word in this study, the researcher provides some explanation about certain terms as below: games in teaching vocabulary most educators believe that game gives a lot of positive influence in psychological development, intelligence, and skill aspect. in a game, the aspects of the competition, speed and skill also should be achieved at once. learning through playing game can help the students in reducing their stress and develop their sense of humor. through a game, students are practice in making decisions and socializing with others so that the students will be active in the teaching and learning process. starting a teaching and learning process with a game also has good function to supports students’ success in learning activity. snake and ladder board game snake and ladder board game is one of interesting games that can be used in teaching vocabulary. snake and ladder board game not only enjoyable game, but also facilities the students to learn about counting, life interaction and socialization. in this game, implicitly the senior high school students can learn about up and down 85 in life or about joys and troubles based on that reason the researcher decided to develop the snake and ladder board game so that it can be used as a media to build and reinforce student’s vocabulary mastery at first grade senior high school as well as develop their ability to socialize with their friends by playing and working together in a team or group a board game for snake and ladder game is with squares measuring 10 x 10 (nachiappan et al., 2014:220). squares on the board are counted starting with the number 1, which is from the bottom left corner up to number 10 in the lower right corner, from right to left starting number 11 on the second lineuntil number 20 and so on until the number 100 in the upper left corner. the parcels have pictures with a message and deed. order or good deed will usually via a ladder to reach the higher box while bad deeds will recoil into the lower compartment through the snake. hence, the next part is the detail information about the procedure of using snake and ladder board game to teach vocabulary. method this design is selected due to this present study requires a concrete evidence whether snake and ladder board game can enhance students’ vocabulary mastery in senior high school or not a “population” consists of all the subjects you want to study (yount, 2006:71). while sampling is a portion of a population (ary et al. 2010:148). this research equipped cluster sampling because this is referred to the unit chosen that is not an individual but, rather, a group of the last sampling is systematic, this sampling differs from simple random sampling in that the various choices are not independent. among those mentioned sampling technique, the population of this study is the all of the first year students of sma muhammadiyah 1 malang while the samples are taken from two different classes, those are x-1 (experimental group) and -2 (control group). in this case, those classes will be treated in different treatment in order to investigate the effectiveness of those two ways of teaching. this population and samples are selected because students at senior high school grade especially in the first year are ordinarily less capable in mastering english vocabulary. the instrument in this study is used to collect the data. in this study the instruments used are pre-test, treatment, and post-test. those will be elaborated as follows. using t-test to know the difference significantly between the means of experimental and control group. the process of t-test is counted using computer spss 17 version. findings and discussion the mean scores of pre-test of experimental and control group the pre-test was given to both experimental and control group before the researcher applied the treatment. then, the result of the pre-test was counted using spss 17. below are the results of the pre-test in both experimental and control group. table 4.1.1.1 the result of pre-test of experimental and control group statistic descriptive x-ips i x-ips ii (experimental (control group) group) n 20 20 means 47 73 standard deviation 9,23 7,32 minimum 30 60 maximum 60 90 87 variabel f sig. pre-test 1,393 0,245 based on the above table, it can be seen that the data from those two classes were the same, which were 20. in the above table shows that the mean score of xips-ii class was higher than the mean of x-ips i class, in which it was 73 and 47. thus, it can be concluded that the pre-test score in x-ips-ii was higher than the pre test score of x-ips-i. table 4.1.1.2 the result of post-test of experimental and control group statistic descriptive x-ips i x-ips ii (experimental (control group) group) n 22 20 means 91,8182 81,5 standard deviation 12,203 11,367 minimum 50 50 maximum 100 90 the above tables show that the total data between x-ips-1 and x-ips-2 were different; x-ips-1 was 22 while x-ips-ii was 20. the mean score of x-ips-i was higher than the mean score of x-ips-ii, in which it was 91, 8182 for x-ips-i and 81, 5 for x-ips-ii. thus, it can be concluded that the post-test score in x-ips-i was higher than the post-test score of x-ips-ii. independent sample t-test the samples were x-ips-i and x-ips-ii. before the t-test was conducted, the equality test variant (homogeneity) should be done as the requirement of conducting t-test. pre-test data homogeneity testing in testing the homogeneity, the hypothesis used was the variant which comes from two classes that were the same (homogeneity) and the alternative hypothesis was the variants which come from two classes that were not the same. this data can be concluded homogeny if the score of sig. was more than 0,05. levene's test for equality of variances based on table above it can be seen that the value of sig was 0,245. this score was higher than 0.05. thus, it can be concluded that the variant data was homogeneous and can be proceed to the independent t-test. 1. t-test for the equality of means the hypotheses are as below: h0: there was no difference between the mean score of the pre-test in x-ips-i and x-ips-ii ha: there was a difference between the means score of the pre-test in x-ips-i and x-ips-ii if the score of sig. was less than 0.05, then there was a difference in both the mean score of pre-test. the sig. score was attached in the table below: t-test for equality of means variabel f sig. pre-test 1,393 0,245 89 variabel t sig. pre-test -9,864 0,000 based on the above table, it shows that the sig. score was lower than 0,05. it means that there was a difference in the mean score of the x-ips-i and x-ips-ii. post-test data 1. homogeneity test in testing the homogeneity, the hypothesis used was the variant which comes from two classes that were the same (homogeneity) and the alternative hypothesis was the variants which come from two classes that were not the same. this data can be concluded homogeny if the score of sig. was more than 0,05. levene's test for equality of variances variabel f sig. post-test 0,150 0,701 related to the above table, it can be seen that the score of sig was 0.701. this score was higher than 0.05. thus, it can be concluded that the variant data was homogeneous and can be proceed to the independent t-test. 2. t-test for the equality of means the hypotheses are as below. h0: there was no difference between the mean score of the pre-test in x-ips-i and x-ips-ii ha: there was a difference between the means score of the pre-test in x-ips-i and xips-ii if the score of sig. was less than 0.05, then there was a difference in both pre-test mean score. thus, the sig. score was attached in the table below: t-test for the equality of means variabel t sig. post-test -3,278 0,002 in line with the above table, it shows that the score of sig. was less than 0,005 in which it means that there was a difference towards the post-test score of x-ips-i and x-ips-ii. in accordance with the above data, it can be concluded that h0 was rejected and ha was accepted. this means that there was a difference between the mean of pre-test and post-test of both experimental and control group. the mean score of x-ips-1 was 91,8182 while x-ips-2 was 81,5. it means that the mean score of x-ips-i was higher than the x-ips-ii. thus, based on the independent sample test above, it can be concluded that teaching vocabulary through snake and ladder board game could improve students’ vocabulary mastery. 4.2 discussion in accordance with the previous analysis above, the researcher found that teaching vocabulary through snake and ladder board game could improve students’ vocabulary mastery in the first grade of senior high school. it was proven by the significant differences toward the average scores of the pre-test and post-test in both experimental and control group. the mean score of pre-test of experimental group was 47 while the control group was 73. otherwise, the score of post-test of experimental group was increase up to 91,8182 and 11,367 for the control group. in this case, it can be seen that the experimental group which is x-ips-i was gained a higher score than the control group after its class was being treated by using snake 91 and ladder board game. it means that there was a significant change towards the vocabulary mastery of the tenth grade of senior high school after the implementation of snake and ladder board game. the findings of this research were also in line with the explanation of astri (2016:37), snake and ladder board game can be beneficial for language learning in which they are normally designed in accordance with real life activities. this game offers the students with an opportunity to exercise real and meaningful language context while interacting in the game with others involved. for instance: the students were asked to answer the question card which were they gained from the board of snake and ladder game, then they have to answer the question inside the question card which consists of indonesian vocabulary and they have to answer it by mentioning what was the english version of that vocabulary. in this case, they researcher takes “things around school” as the theme in order to give them the real things which exist around them to be taught, then after answering the question, the students should make a sentence related to the vocabulary they had been translated. in this case the students learn to put the vocabulary in the precise sentence in order to make a meaningful sentence related to the vocabulary itself. thus, in this game the students have an opportunity to explore their knowledge to the real life and also express their knowledge which were they gained from the teacher in the previous meeting to answer the question card. in this game the students also could interact with others if they found the difficulty to answer the question. another supporting research was conducted by wright et al. (2006:4), to minimize the difficulty it is essential that the learners be familiar with the game in their own language. that is why in this research the researcher teaches snake and ladder board game with “things around school” as the theme in order to make the students exploring things around them with their own language. in accordance with the above explanations, it can be concluded that games were highly motivate the students to learn the subject because the games itself were amusing, interesting and also give more opportunity to the students to express and explore their feelings with their own language. as noted by halimah (2012:114), games are often much opportunity for the learner to practice and repeat the sentence patterns and vocabulary. this means that teaching by using games could help the teachers to transfer the knowledge to the students easier and create an active environment through the game. in this case, snake and ladder board game was an example of game which can be used to teach english especially vocabulary because this game was served in colorful pictures in which it will attract the students’ interest. accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school. conclusion the experimental group in this research was x-ips-1 while the control group was x-ips-2. based on the calculation by using independent sample t-test, the sig. score was less than 0,05 in which it can be concluded that h0(null hypothesis) was rejected and ha(alternativehypothesis)was accepted. in conclusion, the hypothesis stated that the students who were taught by using snake and ladder board game reaped better skill in mastering english vocabulary than those who were not taught by using snake and ladder board game. accordingly, in accordance with the above explanation, it can be concluded that snake and ladder board game could improve students’ vocabulary mastery. 93 references ary, donald et al. 2010. introduction to research in education (8 th edition). belmont: wadsworth. astri, devi. 2016. the effectiveness of using snakes and ladders game technique to improve students’ simple past tense ability at tenth grade of sma islam batu. unpublished undergraduate thesis. university of muhammadiyah malang. ball, deborah loewenberg and francesca m. forzani1. 2009. the work of teaching and the challenge for teacher education. journal of teacher education, 60(5) 497 –511. crystal,david. 2003. english as a global langguage (2nd ed.). usa: cambridge university press. halimah. 2012. implementing language games “snake and ladders” to improve students’ speaking ability. undergraduate thesis program university of sebelas maret. kamali, lailiyah. 2014. the effect of using a snake and ladder game on the eighth grade students’ vocabulary achievement at smpn 1 jenggawah in the 2012/2013 academicyear. jember: unj. nachiappan, suppiah et al. 2014. snake and ladder games in cognition development on students with learning difficulties. review of arts and humanities. vol. 3, no. 2, pp. 217-229. richard, j.c, and renandya, w.a.2002. methodologhy in language learning: a case study in the national university of laos, international journal of english language education, vol. 1, no. 1. talak, k.a. 2010. using games in a foreign language classroom. ipp collection. paper484. (online), (http://digitalcollections.sit.edu/ipp_collection/484), accessed on november 25 2011. tunchalearnpanih, pisut. 2012. using games on p.6 students’ vocabulary learning. thailand: srinakharinwirot university (swu). wright, a., betteridge, d., & buckby, m. 2006. games for language learning. cambridge: cambridge university press. yount, rick. 2006. research design and statistical analysis for christian ministry (4 th edition). 24 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 word formation processes in english new words of oxford english dictionary (oed) online elisa ratih 1 , rosalin ismayoeng gusdian 1 english language education department, faculty of teacher training and education university of muhammadiyah malang email: rosalindedy@gmail.com abstract the aims of this study were to identify the processes of word formation in english new words and to know which word formation processes were the most productive one(s). the researcher used qualitative research design in order to obtain the data from the document of oed online. oed online is the online dictionary which consists of list of english new words. therefore, the research object was the lists of english new words from year 2012-2016. document analysis was used as the instrument to collect the data. the data were presented in the form of table. the findings of this study showed that there are some processes in creating english new words, such as a) affixation, b) folk etymology, c) compounding, d) abbreviation, e) acronyms, f) borrowing, g) blending, h) clipping, i) back-formation. besides, there are also found the double word formation processes, such as j) folk etymology + compounding, k) compounding + affixation, m) blending + affixation, n) clipping + blending. the result showed that the most productive process of creating english new words was affixation. keywords: word formation, process, english new words, oed online introduction word formation process is generally known as the phenomenon which is so close to human’s life in the world. according to trask (1997), word formation process is a way to construct new words from existing materials. meanwhile, according to hacken and thomas (2013), word formation process is how to produce the new words based on the some rules. besides, plag (2003) stated that word formation process is the process to create new words from other words. from the explanation above, it can be concluded that word formation process is the way to construct new words from the existing words based on some rules. word formation process can be productive and non-productive. bauer (1983) stated that word formation process will be productive if it is appropriate to use in the production of new materials. meanwhile, the word formation process will be called as non-productive if it is not appropriate to use in the production of new materials. therefore, it can be concluded that word formation process will be productive if it can be used to produce the new words. the new words appear every year. according to monitor (2017), a new word is created every 98 minutes or it can be said that a new word is created about 14.7 words per day. it is also stated that approximate estimation of words in english is 1,041,257.5 number of words by january 1, 2017. according to harley (2006), new words are the words which are built by manipulating the existing words. she also stated that the new words are built by some mailto:rosalindedy@gmail.com 25 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 processes which are affixation, blending, compounding which are more productive to create the new words. moreover, pliatsikas et al. (2014) stated that the new words are based on derivational morphological process. however, they found a disambiguation process between noun and verb stems. besides, xhina (2013) stated that the word formation process has two common processes which are derivation and compounding in english and albanian. furthermore, mustafa et al.(2015) stated that word formation processes which are very common to use by malaysian facebook users are abbreviation, blending, and the use of emoticons while they communicate in facebook every day. then, wei and wenyu (2014) said, “the most frequently occurring word-formation process of netspeak neologisms is compounding, subsequently, blending, affixation, old words with new meaning, acronyms, conversion, and clipping”. however, from the studies above, the most productive of word formation processes is still unclear. meanwhile, bizhkenova et al. (2017) stated that the most productive of word formation are prefix-derivation, suffix-derivation, prefix-suffix derivation, konfixderivation, external lexemes+internal lexemes, internal lexemes+external lexemes, konfix+internal lexemes which are called as hybridization (the compounding of english stems into the german words list). moreover, montero-fleta (2011) stated that the most productive of word formation processes in scientific registers is suffixes. the new words will be listed in dictionaries. one of them is oxford english dictionary (oed). oxford english dictionary is one of dictionaries which is famous in the world. in 1928, this dictionary consisted over 400.000 words. in 2011, this dictionary consisted over 66.500 headwords. the new oed was programmed to consist over 6.400 pages. it shows that oed contains many new words of english in every year. montero-fleta (2011) used the oed in her study to find the words which contain of suffix. besides, nishimoto (2014) also used oed to check the prefixed forms and compounds. it shows that oed is one of the objects which can be used in investigating about word formation processes. from the several above mentioned studies, it can be seen that none of the studies investigated about word formation process in english new words of online dictionary. therefore, to fill this gap, this study will investigate the word formation process in english new words of online dictionary which is oed online. method this study was designed as qualitative research because it presents the data by describing the processes of word formation in creating new words. moreover, the qualitative research design was chosen in this study because the aims of this study were to know what word formation processes in english new words were and to know which word formation process is more productive one(s). besides, the researcher used case study as a design to analyze the word formation processes in english new words of oed online. the researcher used oxford english dictionary online as the object of the research. the object can be accessed in http://public.oed.com/the-oed-today/recent-updates-to-the-oed/. in this website, there 26 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 are the lists of english new words in every year. in this research, the researcher analyzed the lists of english new words from year 2012-2016 by using systematic random sampling. the researcher randomly took 10 english new words as the samples based on each alphabetical initials from each year. for example, initials with a was taken as many as 10 words, initials with b was taken as many as 10 words, and so on. besides, the researcher used document as the instrument to collect the data. furthermore, the researcher sorted out the samples of new words from year 2012-2016. after the researcher sorted out the samples of new words, the researcher gave a code or grouped the new words based on the same year and the same alphabet. for example, the new words in year 2012 were grouped in the same table. after the researcher got the coding, the researcher organized it into a table. moreover, the researcher validated the data to the expert who is linguistics lecturer in university of muhammadiyah malang. then, the researcher compared the results with the theories. in the last step, the researcher made a conclusion. findings and discussion the findings of this study showed that there are some processes in creating english new words, such as a) affixation, b) folk etymology, c) compounding, d) abbreviation, e) acronyms, f) borrowing, g) blending, h) clipping, i) back-formation. besides, there are also found the double word formation processes, such as j) folk etymology + compounding, k) compounding + affixation, m) blending + affixation, n) clipping + blending. a. affixation affixation has some types, such as prefix, suffix, infixes, and circumfixes. then, in the findings, the types of affixation found are prefix, suffix, and circumfixes. i. prefix for example, autocyclic. in the word ‘autocylic’, the stem iscylic. it undergoes to affixation because it is added by prefix auto-. some other examples are biomethane, cycloheptane, cyclohexane, etc. ii. suffix for example, accretor. in the word ‘accretor’, the stem is accrete. it undergoes to affixation because it is added by suffix –or. some other examples are aftonian, arcticized, bustler, etc. iii. circumfixes for example, afrofuturism. in the word ‘afrofuturism’, the stem is future. it undergoes to cirumfixes because it is added by prefix afroand suffix –ism. some other examples are afrofuturist, anti-unionism. b. borrowing borrowing is how to borrow the words from other language without any changing. theborrowing process which found in the findings are kinara, emoji, naqada, mabuhay, angpow. the word ‘kinara’ is borrowed from swahili which means ‘candleholder’. besides, the word ‘naqada’ is borrowed from arabic which means ‘the site of archaeological in egyptian governorate of 27 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 qena’. the word ‘mabuhay’ is borrowed from tagalog which means ‘greeting’. then, the word ‘angpow’ is borrowed from chinese. from the explanation above, it can be concluded that those new words are borrowed from another language without any changing. c.folk etymology folk etymology is a little bit same with borrowing process. folk etymology appeared because of historical story. it is because the speaker has different interpretation of the form. therefore, the speaker changes the form or the pronounciation. however, in borrowing process, it is just borrowed witout any changing. the examples of folk etymology process which found are apastron, falcial, ironice, fleishig, quadruple, etc. the word ‘apastron’ is made from (apo-+ancient greek ἄστρον star), falcial (falx+ial), ironice (ironicus + classical latin –ē), fleishig (from yiddish fleyshik), quadruple (quadruples). from the explanation above, it can be seen that those new words are coming by borrowing from another language or by adding another language, such as classical latin or ancient greek for instance. d. compounding besides, the new words which are made by compounding process are battleground, audio dub, aussieland, batchmate, hackboat, etc. for detailed data, see appendix 1. the word ‘battleground’ is made from (battle+ground), audio dub (audio+dub), aussieland (aussie+land), batchmate (batch+mate),hackboat (hack+boat). from the explanation above, it can be seen that those new words are coming by combining two words become a word. e. abbreviation furthermore, the new words which are made by abbreviation process are cabg, lw, rt. hon, scbu, mrs, etc. cabg is ‘coronary artery bypass graft’, lwis ‘long wave’, rt. hon is ‘right hon’, scbu is ‘special care baby unit’, mrs is ‘magnetic resonance spectroscopy’. from the explanation above, it can be seen that it should be spoken letter by letter which is called as abbreviation. f. acronyms besides, the new words which are made by acronyms process are captcha, osha, isa, yolo, etc. captcha is coming from completely automated public turing test to tell computers and humans apart, osha is coming from occupational safety and health administration, isa is coming from industry standard architecture, yolo is coming from you only live once. those are called as acronyms because the words can be read without speaking it letter by letter. g. blending the blending processes which found in the findings are cybercast, digipak, irone, chugger, backronym, brunello, etc. the word ‘cybercast’ is coming from cyber+broadcast. first, the word ‘broadcast’ is clipped become ‘cast’. then, it 28 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 combines with cyber. it can be concluded that blending has two processes which are clipping and compounding. then it blends into a word. some other examples are digipak, irone, clicktivist, etc. h. clipping the new words which are created from clipping process are dom, disco, demo, syst, scandi, etc. for detailed data, see appendix 1. the wod ‘dom’ is dominus, the word ‘disco’ is discotheque, the word ‘syst’ is system, the word ‘scandi’ is scandinavian. those words are created by cutting the back which is called as final clipping. therefore, it can be concluded that final clipping is the dominant type of clipping in creating a new word. i. back-formation back-formation is a little bit same with clipping. however, in back-formation, it can change the part of speech. while, in clipping, it does not change the part of speech.the new word which are created by back-formation process is gank. it is coming from ‘gangster’. it is the only back-formation process which was found in 2012-2016. from the word ‘gank’, it can be seen that the back is deleted and it changes into another one. j. double word-formation process double word-formation process is how to combine two derivational processes into a word. in the findings, the double word-formation processes found are: (i) folk etymology+compounding the new words can be created by folk etymology+compounding process. it means that there are two processes which are folk etymology and compounding. for example, historiosophy. it is coming from historio (from greek) +sophy (from greek). it can be seen that those word are coming from greek and it combines into a word. (ii) compounding+affixation the new words can be created by compounding+affixation. it means that the new words are created by two processes. for example, live-blogging, oversighting, beatboxer, dayworker, hardrocker, etc. for detailed data, see appendix 1. the word ‘live-blogging’ is coming from live+blog+ing. the word ‘oversighting’ is coming from over+sight+ing. the word ‘beatboxer’ is coming from beat+box+er. the word ‘dayworker’ is coming from day+work+er. the word ‘hardrocker’ is coming from hard+rock+er. (iii) blending+affixation furthermore, the new words can also be created by blending+affixation. for example, syntagmatics. it is coming from syntax+pragmatic+s. the word ‘syntax+pragmatic’ is created by blending. then, it is added by ‘s’ as the suffix affixation. (iv) clipping+blending then, clipping+blending process can also create a new word. for example, the word ‘d-line’. it is coming from defensive line. it can be seen that the word 29 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 defensive stands for ‘d’. it can be seen that it is clipping process, then it blends with word ‘line’. chart 4.1.2.1 from the chart above, it can be seen that the most productive process of english new words in 2012 is affixation which is 43 words. the examples of affixation in 2012 are acrretor, aftonian, autocyclic, allotransplant, algesic, etc. the second process which is dominant process in 2012 is compounding, which is 29 words. then, folk etymology was found as many as 9 words. furthermore, blending was found as many as 7 words. moreover, the less productive processes are acronyms which is 5 words, clipping as many as 4 words, and abbreviation as many as 3 words. meanwhile, the unproductive process of english new words in 2012 is borrowing, which is 1 word only. the example of borrowing process in 2012 is kinara. chart 4.1.2.2 from the chart above, it can be seen that the most productive process of english new words in 2012 is affixation, which is 48 words. the examples of affixation in 43 9 29 3 5 1 7 4 0 20 40 60 word formation processes in 2012 48 1 30 2 0 1 7 15 0 10 20 30 40 50 60 word formation processes in 2013 30 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 2013 are audiophilia,archicortical,arabesquenes, andic, aplitic, etc. the second process which is dominant process in 2013 is compounding, which is 30 words. then, clipping was found as many as 15 words, blending was found as many as 7 words. furthermore, the less productive processes are abbreviation which is 2 words, borrowing and folk etymology which is 1 word.then, theunproductive process of english new words in 2013 is acronyms. chart 4.1.2.3 from the chart above, it can be seen that the most productive process of english new words in 2014 is affixation, which is 62 words. the examples of affixation in 2014 are allobarbital,authorhood, anthropocene, apotheotic, bestie, etc. the second process which is dominant process in 2014 is compounding, which is 20 words. blending was found as many as 10 words, and clipping was found as many as 6 words. meanwhile, the less productive processes of english new words in 2014 are borrowing which is 2 words, acronyms, folk etymology, and abbreviation which are 1 word only. 62 1 20 1 1 2 10 6 0 20 40 60 80 word formation processes in 2014 31 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 chart 4.1.2.4 from the chart above, it can be seen that the most productive process of english new words in 2015 is affixation, which is 40 words. the examples of affixation in 2015 are avelling, anti-unionism, antonite, belayer, biomethane, etc. the second process which is dominant process in 2015 is compounding, which is 30 words.blending processes was frequent found as many as 20 words. clipping was found as many as 7 words. meanwhile, the less productive processes are abbreviation which is 1 word, acronyms which is 3 words, and borrowing which is 2 words. then, the unproductive process of english new words in 2015 is folk etymology. chart 4.1.2.5 40 0 30 1 3 2 20 7 0 10 20 30 40 50 word formation processes in 2015 46 0 1 28 0 2 2 19 5 0 10 20 30 40 50 word formation processes in 2016 32 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 from the chart above, it can be seen that the most productive process of english new words in 2016 is affixation, which is 46 words. the examples of affixation in 2016 are afrofuturism, afrofuturist, brunchy, browsability, botrytized, etc. the second process which is dominant process in 2016 is compounding, which is 28 words. blending processes were found as many as 19 words. meanwhile, the less productive processes are clipping was found as many as 7 words. besides, the less productive processes are back-formation was found as many as 1 word, acronyms as many as 2 words, and borrowing as many as 2 words. meanwhile, the unproductive processes in 2016 are folk etymology and abbreviation. chart 4.1.2.6 from the chart above, it can be seen that the processes of english new words in 2012-2016 are coming from affixation (239 words), folk etymology (11 words), compounding (137 words), abbreviation (7 words), acronyms (11 words), borrowing (8 words), blending (63 words), clipping (37 words), and back-formation (1 word). therefore, it can be concluded that the most productive process in year 2012-2016 is affixation. in the findings, it can be seen that affixation is the most productive process in creating a new word. it supports harley’s statement (2006) which stated that affixation is one of the main ways new words to enter the language. furthermore, it also supports the statement of plag (2002) which stated that the new verbs in english can be made from affixes. from the findings, it can be seen that there are 239 new words are created by affixation process. therefore, affixation becomes the most productive process of new words in english to enter the language. furthermore, the findings found that backformation process is unproductive process. it is because only 1 backformation process found in year 2012-2016. it supports aronoff’s (2011) who states that backformation is the word formation process which is not a productive process. moreover, the researcher found the interesting findings, such as double word formation process in creating the new words which is not stated in previous research. 239 11 137 7 11 8 63 37 1 0 100 200 300 word formation processes in 2012-2016 33 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 the double word formation process is how to combine two derivational processes into a word. in the findings, the double word formation processes found as folk etymology+compounding,compounding+affixation, blending+affixation, and clipping+blending. conclusion based on findings and discussion, it can be concluded that there are some processes which found in english new words of oxford english dictionary (oed) online, which are affixation (accretor, autocyclic, assimilativeness, etc), folk etymology (apastron, falcial, geophagia, etc), compounding (battleground, busgirl, broadband, etc), abbreviation (cabg, h-r diagram, mrs, etc), acronyms (captcha, flop, larp, etc), borrowing (kinara, emoji, korona, etc), blending (dataveillance, femcee, gaysoc, etc), clipping (dom, eff, fem, etc), and back-formation (gank). moreover, the researcher found the interesting findings, such as double word formation process in creating the new words, such as folk etymology + compounding, compounding + affixation, blending + affixation, and clipping + blending. then, the most productive processin english new words is affixation process. it means that affixation is the dominant process of creating english new words. references a.e. bizhkenova, s. (2017). neologisms in present-day german: investigation into. journal of fundamental and applied science, 982-996. admin. (2012, april). blending. retrieved february 25, 2018, from british council bbc: https://www.teachingenglish.org.uk/article/blending alwasilah, a. c. (2011). beberapa mazhab dan dikotomi teori linguistik. bandung: angkasa. astalin, d. p. (2013). qualitative research designs: a conceptual framework. international journal of social science & interdisciplinary research, 119. bauer, l. (2006). word formation. encyclopedia of language&linguistics (second edition), 632-633. chaer, d. a. (2003). linguistik umum. jakarta: pt asdi mahasatya. christos pliatsikas, linda wheeldon, aditi lahiri, peter c. hansen. (2014). processing of zero-derived words in english: an fmri investiogation. neuropsychologia, 47-53. dictionaries, o. (2012, april 26). oxford dictionaries. retrieved january 13, 2018, from © 2018 oxford university press: 34 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 https://blog.oxforddictionaries.com/2012/04/26/a-short-history-of-oxforddictionaries/ dictionaries, o. (n.d.). oxford dictionaries. retrieved january 13, 2018, from © 2018 oxford university press: https://www.oxforddictionaries.com/ourstory/history harley, h. (2006). english words: a linguistic introduction. 7th ed. oxford: blackwell. mark aronoff, k. f. (2011). what is morphology? 2nd edition. uk: wileyblackwell. merriam-webster. (2018, february 5). dictionary. retrieved february 16, 2018, from https://www.merriam-webster.com/dictionary/dictionary meyer, c. f. (2009). introducing english linguistics. united states of america: cambridge university press. micahel quinn patton, michael cochran. (2002). a guide to using qualitative research methodology. monitor, g. l. (2017, november 12). global language monitor. retrieved february 2, 2018, from number of words in the english language: https://www.languagemonitor.com/global-english/number-of-words-in-theenglish-language-1041257-5/ montero-fleta, b. (2011). suffixes in word-formation. lsp journal , 4-14. mustafa, kandasamy, yasin. (2015). an analysis of word formation process in everyday communication on facebook. international journal of education and research, 261-274. nishimoto, e. (2004). defining new words in corpus data: productivity of english suffixes in the british national corpus. pateda, d. m. (2015). linguistik sebuah pengantar. bandung: cv angkasa. pius ten hacken, andrea abel, judith knapp. (2006). word formation in an electronic learner's dictionary: eldit. international journal of lexicography, volume 19, issue 3, 243-256. pius ten hacken, claire thomas. (2013). the semantics of word formation and lexicalization. edinburgh: edinburgh university press. plag, i. (2003). word-formation in english. cambridge: cambridge university press. saussure, f. d. (2013). course in general linguistics. great britain: a&c black. 35 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 sugiyono. (2008). metode penelitian kuantitatif dan kualitatif dan r&d. bandung: alfabeta. wardaugh, r. (2006). an introduction to sociolinguistics, 5th edition. blackwell publishing ltd. wei liu, w. l. (2014). analysis on the word-formation of english netspeak neologism. journal of arts & humanities, 22-30. xhina, o. (2013). the enrichment of the vocabulary through word formation processes in both english and albanian languages. academic journal of interdisciplinary stuides , 273-282. yule, g. (2010). the study of language, 4th ed. cambridge: cambridge university press. 14 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. errors in qq online chatting: a study on chinese esl learners in indonesian university desi rohayati;*erlyna abidasari. university of muhammadiyah malang – indonesia desirohayati08@gmail.com erlynaabidasari@umm.ac.id abstract this study intends to investigate errors found in an online written platform used by chinese students in english language education department. the online platform observed in this study was qq chatting, where students freely and without pressure utilize the application for everyday english communication. most chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. this study employed qualitative case study design with five chinese respondents. the researchers were actively involved in the qq chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. the data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. the findings suggest that there were various types of errors performed by chinese students: omission, misformation, addition, misordering, and mixed-types. the most prominent one was omission with the total of twenty-eight times occurrence. the omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘i don’t know here will so cold’, omission of auxiliary verbs as in ‘i eaten dinner’ and omission of verb inflections as in ‘where are you go?’.the most commonly found omissions errors were due to the influence of chinese first language where the speakers have totally different tenses and sentence organization with english. keywords: error, chinese learners, qq online chatting, indonesian university introduction qq is recognized as the most popular internet-based instant messaging device designed by tencent holding ltd, developed with chinese characters on early 1999 (zhang, 2010). qq offers multi-device log-in similar to other common social media such as facebook, twitter, and wechat. qq can be accessed through windows, ios/iphone and web. nowadays, qq enables its service using english language with qq international application. qq social media is selected in this research as it is known as an accessible and most popular social media in china exceeding the performance of wechat(zhang, 2010). qq social media provides several features such as live translation, online find friends, sharing moments and multi communication. multi communication is the main feature of qq; it includes video and voice call, as well as online chat. the platform for online chat is a real-time communication over the internet between people in text messages by using social media as tools. in addition, peris et al. mailto:erlynaabidasari@umm.ac.id 15 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. (2002) describe that online chat room is a meeting point, allowing people to communicate with others. hence, internet connection is highly required for the performance. commonly, chat messages are short in order to get fast response from another chat participant. furthermore, chat is conducted in the written form which is related to the writing skill. as stated by beason and lester (2012), the important part of writing is sentence organization. besides, it has a significant downside element to be identified easily, namely: error. error occurred because people have difficulties in implementing the rule of certain language. errors are easily found in sentences or phrases. there are several error areas such as omission errors, misformation, addition, and misordering errors. errors are basic features of second language or foreign language learning process. the error made by non-native speakers is commonly influenced by their first language as covered in language transfer (beason and lester, 2012). the first language of english learners in china is chinese standard language (pŭtōnghuà), while english is considered as the second language. in language learning, errors are not regarded as something to be avoided but as a coherent part of the language learning process for students. an error is created as an indication that learners still work their way in a learning process. in addition, comprehending errors are deemed significant in order to understand the problems in using the target language, specifically the implementation of english language by chinese students. this research was conducted to investigate typical errors in qq online chatting on the informal situation by chinese students experiencing course exchange in one of the notable universities in malang, east java, indonesia. the investigated errors in this research were focused on the sentence and phrase levels. the matter of error in informal situation wasseen as a problem which led negatives impact, such as misunderstanding and incorrect application of sentence organization in academic writing or formal writing. this study aims to investigate the typical errors found in an online written platform used by chinese students in english language education department. the research problem is “what are the errors performed by chinese students of english language education department in qq chat platform?” methods qualitative case study design was implemented to analyze the typical error performed by chinese students. a research object is related to scientific work that is being investigated. qq social media chats were the main object of the research, while five participants from china who enrolled in the course exchange program academic year 2017/2018 were invited. the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and cultural 16 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. challenges faced by 5 chinese students who are involved in this research. the data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. document analysis was conducted; focusing on phrases and sentence formations taken from the screen capture of the qq conversation among participants. findings and discussion findings the result of analysis showed that the researcher discovered 48 errors occurred in the qq chat platform performed by chinese students of english language education department. those errors were classified into omission, misformation, addition, misordering, and double types of errors. each of the error types were also put in several categories, the examples of each errorsmentioned are in the following table: table 3.1 examples of errors performed by chinese students no type of errors incorrect phrase/ sentence correct phrase/ sentence omission errors 1 omission of noun today have test today i have test. 2 omission of verb i do not know here will so cold i do not know here will be so cold. 3 omission of auxiliary verb actually today not my birthday actually today is not my birthday. 4 omission of verb inflection i m stay at home i am staying at home. 5 omission of noun and auxiliary verb when i work he want video call when i am working, he wants video call. 6 omission of auxiliary verb and possessive adjective maybe everyday you with computer together? maybe everyday,are you with your computer together? 7 omission of question mark how are you how are you? misformation errors 8 misformation of singular and plural form this days i am doing report same with you this day i am doing report, same with you. 9 misformation of article i’m going to a interview i’m going to an interview. 10 misformation of verb what did she said? what did she say? 11 misformation of pronoun im english is very bad my english is very bad. addition errors 12 addition of auxiliary that’s time is too late that time is too late. 17 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. verb 13 addition of verb inflection every day i teaching students every day i teach students. misordering errors 14 interrogative sentence you have completed yours? have you completed yours? double types of errors 15 omission & misformation error its ok it is ok. 16 addition & omission error it is will busy it will be busy. 17 misformation & addition error tomorrow we can back to home tomorrow we can go back home. 18 omission & other error do you want come to china? do you want to come to china? 19 misformation and other error ... how are your mandarin? ..., how is your mandarin? 20 addition and other error what do you wanna from laos? what do you want from laos? a. omission errors in omission error, the researcher discovered 28 errors performed by chinese students of the english language education department. those errors were classified into 7 categories. the first category of omission error discovered in the chat was omission of noun (3 errors) and most of the missing noun errors were the subject noun. as seen in the table 1 (no. 1), the example of the error is in the sentence today have test, which correct form should be today i have test.other categories of omission errors discovered in this research were 2 omissions of verb, 10 omissions of auxuliary verb, 3 omissions of verb inflection, 4 omissions of noun and auxiliary verb, 1 omission of auxiliary verb and possessive adjective, and 6 omissions of question mark. b. misformation errors in misformation error, the researcher discovered 6 errors performed by chinese students of english language education department.those misformation errors were classified into 4 categories, namely: misformation of singular and plural form (1 error), misformation of article (1 error), misformation of verb (2 errors), and misformation of pronoun (2 errors). one example of misformation error found in the chat were the incorrect use of article. as seen in table 1 (no. 9), the incorrect sentence was i’m going to a interview, the word interview is pronounced as a vowel in the first word. the article used before the word interview should be an.therefore, the correct sentence should be i’m going to an interview. c. addition errors 18 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. in misformation error, the researcher discovered 3 errorsperformed by chinese students of english language education department. those errors were classified into 2 categories, namely: addition of auxiliary verb (2 errors) and addition of verb inflection (1 error). one example of addition error found in the chat were the addition of verb inflection. as seen in the table 1 (no. 13), the incorrect sentence was ever day i teaching students. the use of adverbevery day explains a habit that should be followed by simple present tense. the inflection +ing in word teaching is unnecessary. therefore, the correct sentence should be every day i teach students. d. misordering errors in misordering error, the researcher discovered 1 error in the interrogative sentence. as seen in the table 1 (no. 14), the sentence you have completed yours? is a yes-no interrogative sentence of present perfect tense. yes-no question normally begins with auxiliary verb. in this sentence, the auxiliary verb is have. in this case, misordering error is located in the placement of auxiliary verb. therefore, the correct sentence should be have you completed yours?. e. double types of errors in the double types of error, the researcher discovered 9 errors errorsperformed by chinese students of english language education department. this type of errors occurred as the researcher found that there were two types of error in a sentence. those errors were classified into 5 categories, namely: error of omission and misformation (4 errors), error of addition and omission (2 errors), error of omission and other (1 error), error of misformation and other (1 error), and error of addition and other (1 error). other errors found in the chat were errors that occurs in the use capitalization of name of country. discussion in this research, the researcherinvestigatederrors which is defined as natural phenomenonoccurred along with the learning process especially in learning foreign language. the errors wereperformed by the chinese students of english language education department in qq chat platform where english is not their everydaylanguage. their first language is mandarin language. besides, the language which is considered as foreign is english language. therefore, the researcher found many errors in the useof english language. the errors not only occurred in phrases and sentences. the types of error were omission, misformation, addition, misordering, and other errors. other error in this research was only identified in the incorrect capitalization as beason & lester (2012) stated that capitalization is important in a sentence. the capitalization error was located 19 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. in the first letter of country’s name (*laos which should be laos). the most dominant error occurred in the omission error of auxiliary verb. this type of error is considered as an influence of chinese students’ first language (chinese standard language) which has no tenses in its sentence organization. conclusion and suggestion in conclusion, the researcher found 48 errors which were classified into 5 types, namely omission, misformation, addition, misordering, and double types of error. in short, there were 28 errors in the omission errors, 5 errors in misformation errors, 3 errors in addition errors, 1 error in misordering error and 11 errors in double types of error. the most dominant error was performed in the error of omission which appears 28 times, specifically it was performed 10 times in the omission of auxiliary verb. this error frequency would be problematic if the participants do not realize and fix their errors by the help of others (such as the researcher). therefore, immediate use of different version of qq online needs to be fostered. international qq was one of the solutions where the users can directly use english in their application, giving more chance for chinese learners to actively participate and correct their english. adequate class conversation in english as well as group project using international qq should be implemented by the lecturer in order to provide ample examples and practices for the participants. references beason, l.,& lester, m. (2012). a common sense guide to grammar and usage (6 th ed.). new york, usa: bedford/ st. martin’s. brown, d. (2000). principles of language learning and teaching (4 th ed). san francisco, usa: longman. gass, s. m., & selinker, l. (2008). second language acquisition: an introductory course(3 rd ed.). new york: routledge. limengka, p.e.,& kuntjara, e. (2012). types of grammatical errors in the essay written by fourth-semester students of english department, petra christian university. journal of literature, language, and teaching, 1(1). 230-238.retrieved from: eprints.uny.ac.id/25706/ meriläinen, l.(2010). syntactic transfer in the written english of finnish students: persistent grammar errors or acceptable lingua franca english?journal of applied language studies, 4(1). 51-64. retrieved from: https://jyx.jyu.fi/ https://jyx.jyu.fi/ 20 celtic: a journal of culture, english language teaching, literature & linguistics issn: 23562-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. muriungi, p. k., mukuthuria, m., & gatavi, m. (2011). education and language: errors in english language and their remedies. the journal of language and linguistic studies, 7(2). 87-116. retrieved from: http://dergipark.ulakbim.gov.tr/ saville-troike, m. (2006). introducing second language acquisition. cambridge, cambridge university press. sayeed, i. (2016). error analysis in writing: a comparative study of bangla medium and english medium schools in dhaka. (master degree thesis, brac university dhaka).retrieved from: http://hdl.handle.net/10361/2076 peris, r., gimeno, m. a., pinazo, d., ortet, g., carrero, v., sanchiz, m., & ibáñez, i. (2002). online chat rooms: virtual spaces of interaction for socially oriented people. journal of cyberphsycology & behavior, 5(1). 43-51. doi: 10.1089/109493102753685872 yule, g. (2010). the study of language (4 th ed). london: cambridge university press. retrieved from: www.cambridge.org/ zhang, m. (2010). tencent qq. retrieved from: www.econ.ucla.edu/ zheng, c., & park, t. j. (2013). an analysis of errors in english writing made by chinese and korean university students. journal of theory and practice in language studies, 3(8). 1342-1351. doi:10.4304/tpls.3.8.1342-1351 http://dergipark.ulakbim.gov.tr/ http://hdl.handle.net/10361/2076 https://www.ncbi.nlm.nih.gov/pubmed/?term=peris%20r%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://www.ncbi.nlm.nih.gov/pubmed/?term=gimeno%20ma%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://www.ncbi.nlm.nih.gov/pubmed/?term=pinazo%20d%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://www.ncbi.nlm.nih.gov/pubmed/?term=ortet%20g%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://www.ncbi.nlm.nih.gov/pubmed/?term=carrero%20v%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://www.ncbi.nlm.nih.gov/pubmed/?term=sanchiz%20m%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://www.ncbi.nlm.nih.gov/pubmed/?term=ib%c3%a1%c3%b1ez%20i%5bauthor%5d&cauthor=true&cauthor_uid=11990974 https://doi.org/10.1089/109493102753685872 http://www.econ.ucla.edu/sboard/teaching/tech/tencentqq.pdf celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 94 the use of pop-up book to improve english skill at sd negeri 2 gading kulon dau atin colidiyah sdn 2 gading kulon dau atin.cholidiah@gmial.com abstract this research aims to know the use of pop-up book to improve english skill at sd negeri 2 gadingkulon. in this school, most students had low score in english skill because of limited media for teaching english. in this case, the researcher wants to improve english skill by implementing pop-up book for teaching. the subject of this research was second grade students which consist of 15 students. the method used in this study was classroom action research (car) in which the researcher worked collaboratively with the teacher. this research applied two cycles with four stages; planning, action, observation, and reflection. the data were taken from field note and scoring rubric. furthermore, the result of this research was shown pop-up book can enhance students to be active and cooperative in the classroom. therefore, pop-up book can improve students’ english skill. it was proven by average score in cycle 1 was 70 and cycle 2 was 86. thus, all the students achieved minimum mastery criterion (kkm). key words: pop-up book, english skill introduction today, having good english language skill is a must. it is the language of the world that everyone used for communication. based on saarinen and ursin (2012), the importance of english language skills has been recognized as a vital component for communicating. we must learn kind of language skill such as speaking, listening, reading, and writing. in daily life, it is not easy for children to learn four skills. as a consequence, the teacher are needed to guide young learners. teaching english to young learners has its own technique which teachers of young learners need to know to be effective in their teaching. shin (2006) suggested various techniques for the teaching of english to young learners which included: using visuals, realia, and movement to supplementing activities, engaging learners in making visuals and realia. in this case, teacher can guide young learners to success in learning english by using various media such as using picture, book, magazine. mailto:atin.cholidiah@gmial.com 95 one of the solution for teaching young learners is by using appropriate media. according to piaget (2000) media in teaching elementary is very important for student to understand the idea and information. corwin (2003) supports that an important media in the classroom gives effect to motivate the students to learn english language. in teaching english media is important to transfer information to children clearly. an english teacher, they should use media or authentic material to learn english language skills to young learners. santyasa (2007) emphasizes that media is tool for deliver message, stimulus, attention and interest students to achieve the goal of learning. thus, using media in teachinglearning process is needed to attract students’ attention and to make teachinglearning activities more interesting and also effectiveness. therefore, media play a significant role in helping students to learn. there are many of media could be applied one is pop-up book. pop-up book is a book that includes text, line, shape, color, composition, and elements which is able to move within the pages of the story based on bluemel, et, all (2012). pop-up book is different from the other books because it has three-dimensional form every pages, the picture and object are not flat. thus, pop-up book is different froms the other books. the students will be motivete to learning. bluemel, et al (2012) states that pop-up can motivated students to read the story. students will be enthusiastic to respond the story because pop-up book can make the students surprised when they open the page. based on previous research regarding by wahyuningsih (2013) in sdn sukun 3 malang showed that by developing popup as a reading activity suitable media to administer the students to read. the researcher found problem occurs in sdn 3 malang, at that school there are some media teaching and learning but they do not really help the students. therefore, the researcher used pop-up book to learn reading. the important used media in elementary school is useful for young learner. using suitable media in teaching can enhance the students for learning, but in some elementary school media is limited. the researcher used suitable media for teaching to young learners. because, almost elementary school does not use media for teaching, the researcher finds the solution. febrianto (2015) in smpn 1 wonosalam jombang showed that developing a pop-up comic book for instructional kinesthetic learners in reading activity was positive that the media pop-up book could help kinesthetic learners to comprehension the story conducted another previous research. kinesthetic learner is students that learn with 3d touch media, so kinesthetic learners need pop-up book as a media for reading. the study showed pop-up book helps kinesthetic learners in reading narrative text. the learners allowed to play around with, sticking on the characters and matching the dialogue box with the characters. considering the previous research and preliminary study conducted by the researchers. the researcher is interested in studying improving english language skills in sdn 2 gadingkulon dau by using pop-up book as a media because sdn 2 gadingkulon dau media has limited media to equip the students with various media. therefore, it influences the students' english language skill. the average mid-term score was 44 it is meant that they are low in english language. teaching english to young learners teaching english to young learner is different from adult learner. young learner has different stage development such as children like to talk and share what they see and hear. they love to try and do a new thing. mijela (2014) states that children like to do experiment. having compete and capable in teaching in the classrooms is necessary for facilitating young learners to learn english language. according to palmer (2008) "everything about the way we teach english in-depth affect kids' development and learning.” the teacher's role is very important to improve student language skills in the classroom. moreover, teaching english to young learners is challenging. teacher must have a strategy to teach young learner to make them enjoy learning english in the classroom. definition of pop-up book there are several definitions of pop-up book according to some experts. bluemel, nancy, taylor, rhonda (2012) mention that “pop-up book is a book that offers the potential for motion and interaction thought the use of paper mechanisms such us folds, scrolls, slides, tabs, or wheels” every student will be surprised when they open every page in pop-up book. the reader will be more enthusiastic when they open the book because the character and the plot of the story may be factual and minimal that is not often being seen in the perusal of ordinary book. the implementation of pop-up book in the classroom teaching to young learner may be difficult, so teachers need media. media can develop and motivate the students to learn english. teacher can use visual things as media for example pop-up book as one of the media that could help students to improve their english 97 skill. bluemel (2012) stated that one of interesting books young readers is “pop-up book”. pop-up book can be used for teaching to motivate students to learn english. pop-up book is useful for teaching students to read books, develop creativity, stimulate the child imagination, and also increase vocabulary. the use of pop-up book for teaching eyl teachers are challenged to find new and better ways of encouraging children to read information in the book. redencich & bohing (1988) argue that pop-up book or action book can motivate students to increase children’s knowleage. pop-up book are natural attention because it stimulate young learners to involve by offering an engaging visual experiment that can be repeated each time. huck et, al (1987) claimed that pop up or action book can provide a tremendous eye appeal and an invitation to explore on offer. hence, teachers use pop-up book for engaging young learner to learn english. method the study employed collaborative classroom action research because both researcher and collaborator worked (latief, 2012). the researcher used classroom action research (car) as the design. it is an effort to improve teacher quality in learning english in elementary school. latief (2012) claimed that classroom action research is an effective media in improving the quality of english teacher’s performance in instruction as well as students’ achievement in learning english in the classrooms. it meant that the teachers found the problems and difficulties of students in english learning process. however, teachers were required to find innovation and instruction for solving problems that can improve the quality of english learning process. this study focused on using pop-up in learning english to improve english skill to young learners at sdn 2 gadingkulon dau. it is located in dusun princi desa gadingkulon, dau, kabupaten malang. the subjects of this research were second grade involved 15 students. this research equipped observation and test to gain the data. the classroom observation or monitoring was conducted by the researcher and collaborator during the activity. the researcher used field note in observing the class because field note was needed to write students’ progress while teachers were using pop-up book. moreover, the researcher needed to make test in order to know whether the english problem in sdn 2 gadingkulon could be solved or not. moreover, the researcher used 2 kind scoring rubric criteria adapted from didi sukyadi (2010). this research used four procedures; planning, action, observation, and reflection (arikunto, 2006). results and discussions preliminary finding before conducting this research, a preliminary study was conducted to find out the students’ problem in english skill. in this case, it found generally two types of problem, they are external problem and internal problem. the external problem came from the media of teaching. in the other side, internal problem is initiatedwho are low in understanding. the students achieved low score in english skill. they got average score 44. there are 10 of 14 students got score lower than passing grade of englih skill. those all made their achievement became low and because of limited media for teaching and learning process.in this implementation of classroom action research, the researcher was a teacher. the teacher conducted the action research in two steps/ each cycle included one meeting. each meeting took 70 minutes. it was conducted on november 8 th and 17 th , 2017. in these cycles, the researcher used two different topics of pop-up books, pop-up book jungle and sea.each cycle will present bellow: cycle i a. planning before the action was conducted in the classroom, planning of the action was carried out. it includes designing the lesson plan, preparing the material, worksheet, animal picture, preparing media, and preparing the instruments to conduct the research. the plan was implemented for one meeting. there were 3 main activities during the actionn; pre-teaching, whilst teaching, and post teaching. observation, the observation result in cycle i, the researcher and the collaborator worked together to analyze the data taken from field note and scoring rubric.in field note, the researcher and collaborator found the used of pop-up book could attract and students to understand the material. it could be seen from their participation during the lesson and they paid attention to the teacher during the learning process.the students’ score also ashowed improvement more than 75 ocquired minimum mastery criteria score. but the students had ddifficulty in making simple sentences about animal (writing skill). from the result above could conclude that most of the students achieved minimum mastery criteria, but there are two students, who did not get the criteria, and the average score was 70. 99 b. reflection in reflection, teacher and collaborator discussed the result from the first cycle. the teacher and collaborator found strengths and weaknesses. there were: 1. strengths a. there was an improvement of student’s english skill. it was showed from the table score. the average score for cycle i was 70. b. the students focused more on the learning process. they had more attention to the teacher’s explanation. c. the media helped students to understand the lesson. it could be seen from students’ score. 2. weaknesses a. the students were active but there were several students still passive. b. the students had difficulty in writing. from the result of reflection above, it showed that the action result had strengths and weaknesses. therefore, the teacher and collaborator thought that it was important to make the next planning in order to overcome the weaknesses. cycle ii a. planning based on the reflection in cycle i, the teacher wanted to solve the weaknesses. the teacher and collaborator revised the plan for cycle ii. in this cycle, the teacher and collaborator discussed together to use the next pop-up book media entitled “sea”. they wanted to improve students’ english skill especially in writing skill. b. action there were 3 main activities during the action; pre-teaching, whilst teaching, and post teaching. c. observation observation result in cycle ii was collected. the teacher used some techniques like in cycle i. the improvement could be seen from the average score. all students achieved kkm score. the improvement of english skill can be seen the score. the student’s score in cycle ii. from the result above showed that all the students achieved minimum mastery criteria. the lowest score was 72, and the highest score was 96, there were 3 students got highest score. in conclusion, cycle ii could improve the problem in cycle i. d. reflection in reflection, the teacher and collaborator found strengths and weaknesses. they were: 1. strengths a. the students still remembered the name of animal in cycle i and ii. b. there was improvement of student’s english skill. it was showed from the table score. the average score for cycle ii was 86. all students achieved kkm score. c. the students focused more on the learning process. they had more attention to the teacher’s explanation. d. the media helped students to understand the lesson. it could be seen from students’ score. 3. weaknesses a. the song was played really fast, but it still helped the students to understand the lesson. b. the students were active but there were several students still passive. the teacher controlled and helped them to involve in the learning process. after finishing the second cycle, the teacher discussed with the collaborator about the cycle ii result. they decided not to revise the next plan and stop the cycle. the result of the cycle ii has shown better improvement. the improvement of english skills both cycle i and ii. discussion in teaching english to elementary school students, teachers should know the characteristics of young learners. they are active learners to do anything. mijela (2014) also has same statement, young learner is active learner like to do experiment anything. in addition, to make the students interest in learning english, the teacher should understand the characteristic of young learners. based on the result of the observation, media was needed to teach english for young learner by using appropriate media that could help them more understand in learning english.it is supported by suyanto (2007) that the use of effective and interesting media in teaching can help the students understand the lesson easly.suitable media was used to attract the students’ attention in learning english such as, pop-up book. it was supported by bluemel (2012) states pop-up book could attract young learner’s interest. pop-up book could develop students’ creativity, stimulate students’ imagination. it is facilitate children to love reading. pop-up book gave the positive effects for students. based on the observations, the students were attracted, enthusiastic, and curious to learn english. in line with van dyk, (2010) teaching used movable and pop-up books is clever ways, making the learning 101 experience more effective, interactive, and memorable. the students also got higher motivation to learn english after using pop-up book.considering with bluemel (2012) the book that interested by young learner is pop-up book. they did not get bored in the class and pay attention to the teacher’s explanation. in summary, by implementing this media the students were joyful in learning english. this research also found that pop-up book is different from the other books. this book has 3 dimensional pictures which looked areal or alive. so that the students were more curious to open every page in the book.it is supported by bluemel (2012) that every students will be surprised when the picture is opened. therefore, the pop-up picture in this book helped the students easily remember the lesson. formerly, the students capability were low in english. after using pop-up book, the students’ english skills were significantly improved. it was proven in the result of observation from cycle i and ii. there is a good interaction between the teacher and the students. the students more focus on the teacher’s explanation. they were excited during the teaching and learning processes in cycle i and ii. the use of pop-up book could directly lead the students to concentrate the topic of the day. the use of media could improve students‘score in cycle i and ii. this could be seen from the average of the result in every cycle. it is presented below: from result of table above, there was improvement of students’ score in cycle 1 after pre-limitary score. however, this improvement was not as higher as cycle ii. according to the 0 10 20 30 40 50 60 70 80 90 100 average score of cycle i and ii pre-test cycle i cycle ii result of this research, it could be assumed that pop-up book is appropriated media for improving english skill and helping the teacher in teaching english. conclusion and suggestion a. conclusion the action research was implemented at second grade of sdn 2 gadingkulon. the research was conducted on november 8th and 15 th , 2017 during the first semester of academic 2017/2018. the aim of this study is improving english skill that was successful. the actions were carried out in two cycles. the data in this research showed that the use of pop-up book in teaching english could overcome the problems at sdn 2 gadingkulon. it has influenced to enhance students to be active and cooperative in the classroom. furthermore, pop-up book helped the students to understand the lesson. because, using appropiate media in teaching english made the students more interested in studying english. b. suggestions related to the conclusions of the research above, the students who used pop-up book in teaching english had better improvement at sdn 2 gadingkulon. hence, the researcher would like to give suggestion addressed for all teachers in elementary school, students, and further researcher. the details are presented below: a. elementary school teacher, the researcher would like to suggest elementary school teachersto use pop-up book media for teaching english. pop-up book is appropriate media for teaching young learner. it could help the teacher to deliver knowledge and improve the students’ english skill. b. students, pop-up book could be used as a book for daily reading. it would be better if students have book to read not only in the classroom but also at their home. c. researchers, the suggestion is for further researchers who want to do similar research is advised to investigate more in using pop-up book in different subjects and different activities. 103 rerences arikunto, s. (2006). prosedur penelitian (suatu pendekatan praktik). jakarta: pt. rineka cipta. aydoğan, h. (2014). the four basic language skills, whole language & intergrated skill approach in. 627. aydogan, h. (2014). the four basic language skills, whole language & intergrated skill approach in mainstream university classrooms in turkey. mediterranean journal of social sciences, 627. bluemel, e. a. (2012). pop-up books. in n. l. taylor, a guide for teachers and librarians. cameron, l. (2001). teaching languages to young. uk: cambridge university press. faradisha, i. (2013). using pop-up pictures through eec strategy to improve vocabulary mastery of the first graders in elementary school. fardini et,all. (2008). english for elementary school teacher . in r. b. fardini sabililah, english for elementary school teacher (pp. 3-8, 59-62). febrianto, b. (2015). developing a pop-up comic book as an instructional medium for reading activities for 9th graders kinesthetic learners of smpn 1 wonosalam. hadfield, j. &. (2008). introduction to teaching english. oxford. hamalik. (2004.). metoda belajar dan kesulitan-kesulitan belajar. bandung. hamalik. (2001. becoming creative teacher . hickman, p. p.-d. (2004). improving vocabulary and comprehension for english-language learners. the reading teacher. proquest, 57(8), 720-730. hornby, a. s. (2005). oxford advanced learner‟s dictionary. oxford. huck, h. &. (1987). childrent's literature in the elemantary school ( 4th ed). j piaget, b. i. (2000). the psychology of the child. latief, m. a. (2012). an intruduction research method on laguange learning . malang. latief, m. a. (2016). research methods on language learning: an introduction. malang. mia halonen, pasi ihalainen, taina saarinen. (2012). language policies in finland and sweden. retrieved from https://books.google.co.id/books?id=hsvgbqaaqbaj&lpg=pa251&ots=uckgww q9o_&dq=saarinen%20dan%20ursin%202012&pg=pa251#v=onepage&q=saarinen% 20dan%20ursin%202012&f=false mijela, e. (2014). practices and impleding factor in thr teaching of young leraners in the first cycle public primary aschool at nekmete town wester ethiophia. star jurnal, 201203. palmer, s. (2008). the primary english: the hearth of the curriculum. routledge tylor and francis group. ltd. purwanigsih. (2012). wordpress. retrieved from indo wordpress. putri, l. r. (2011). the use of popup pictures to improve vocabulary mastery of the second year students of state elementary school “gempol 3” at pasuruan regency. redencich, m. c., & bohing, g. (1988). pop up,pull down, push in, slide out . proquest professional education , 157. santyasa, i. w. (2007/1/10). universitas pendidikan ganesha. universitas pendidikan ganesha. shin, j. k. (2006). ten helpful ideas for teaching. english teaching forum . shin, k. j. (2006). ten helpful ideas for teaching english to young learners. . in english language teaching (pp. 2: 213). smidt, d. w. (2003). media and clergy: influencing the influential. jurnal media and religion . sukyadi, d. (2010). evaluasi pembelajaran bahasa inggris. ursin, t. s. (2012). introduction to special issue on “language” indexing higher education policy. journal of higher education policy and management. wahyuingsih, l. (2013). developing pop-up books as a reading activity medium for the fifth graders of sdn sukun 3 malang. wahyuningsih, l. (2013). developing pop-up books as a reading activity medium for the fifth graders of sdn sukun 3 malang. 58 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 rhetorical analysis of english students’ business expressions: a research paper supeno english education department, universitas wijaya kusuma surabaya, east java, indonesia e-mail: bana.supeno@gmail.com abstract in order to persuade, a speaker must analyze the speech situation and adapt his or her speech to it. in discussions about rhetoric, aristotle is recognized as an expert in rhetoric who devoted more than a third of his art of rhetoric to study of the audience. ever since, rhetoricians have taught that a speaker who would persuade others to believe and to act in a certain way must understand how the listeners feel, what they want, and what they need; the speaker must begin where the listeners are. a persuasive writing or speaking is often aimed at the heart or the stomach instead of the head. that is, some things or reasons are more acceptable to the readers or listeners’ feeling (in the stomach) than to their logic (in the head) . instead of being logical only, therefore, a persuasive speaker needs to add some strategies to win the listeners’ assent. discussed in terms of tripartite as the core theory of rhetoric, this paper is intended to analyse english students’ replies to their customers’ requests through whatsapp business role-playing. the findings show that most of the students’ replies need to be rhetorically modified to make them more persuasive. key words: logos, pathos, ethos, rhetorical introduction in whatever mode of communication, the degree and power of pride in the human heart must never be underestimated. that is because many people are unwilling to hear objections of any kind, and view disagreement as a sign of contempt for their intellect. to avoid this kind of thing, it is suggested the use of various rhetorical devices for the purpose of politeness and tact. it is further argued that once the opponent, objector, or disbeliever is insulted, he will never be persuaded of anything, no matter how obviously wrong he or she is and how clearly right the suggestion is. when a speaker wishes to persuade, he or she must analyze the speech situation and adapt his or her speech to it. in numerous discussions about rhetoric, aristotle is recognized as an expert in rhetoric who devoted most of his discussion in studying about the audience. ever since, rhetoricians have concluded that a speaker who would persuade others to believe and to act must understand how the listeners feel, what they want, and what they need. in short, the speaker must begin where his or her listeners are (see: corbett in kogen, 1989, p. 65). in his discussion about persuasive writing and speaking, kneffel states that persuasive writing and speaking are often aimed at the heart or the stomach instead of the head (1991, p. 270). when saying this, kneffel might mean that there are some things or reasons more acceptable to the readers or listeners’ feeling, which is in the stomach, than to their logic, which is in the head. consequently, instead of being logical only, one should tactfully add some strategies in order to win the readers or listeners’ assent. mailto:bana.supeno@gmail.com 59 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 in writing an argument—at least in kneffel’s view—the writer tries to win the readers’ assent by proving a logical case (1991, p. 271). in a persuasive writing, however, kneffel continues, the writer tries to win the assent by moving the readers towards emotional or ethical agreement with the writer’s position. based on this view, one can draw an analogical conclusion that in persuasive speaking, the speaker (hereinafter termed the [future] seller) also tries to win the assent by moving the listeners (hereinafter termed the [future] customer) towards the emotional or ethical agreement with the speaker’s position. in discussing about ethics in business negotiation, lewicki, et al (1999, p. 229), states that the very nature of human existence leads to individuals to develop a personal conscience, an internal sense of what is right and what one ought to do. this lewicki, et al’s statement more or less means that the decision one makes about something is basically based his or her own personal judgment. in terms of persuasive speaking, therefore, it is this conscience that the listener or the audience will make that must be directed by the speaker in one way or the other. being rhetorically persuasive in business negotiation is often one of the most crucial parts of the business. that is to say that in business it is very important for the seller to speak persuasively in order to move the future customer towards the seller’s position. in other words, the success of directing the future customer towards such position seems to depend on how effective a seller moves the future customer. based on this argument, business communication or negotiation can be defined as ‘the process of developing an understanding in order to arrive at an agreement or compromise on a matter of importance’ (see also: andersen, 2001, pp. 167-83; moor and weigand, 2004, p. 3). since the means of proving or moving the future customer in business communication or negotiation is language, it can be argued that the success depends on how effective the seller uses the language in that negotiation. for students in indonesia whose english is a foreign language (efl), being rhetorically persuasive in business communication is even more problematic. the success in communication depends not only on how effective the students— playing the role as the future business people—use english as a foreign language, but also on how tactful they should write or speak to the future customers. therefore, only being able to use english is by all means insufficient. what they also need during the business negotiation is being tactful in using the english. business communication and rhetoric to make communication persuasive enough to change the future customers’ minds, a speech must have some criteria. in discussing about “definitions of rhetoric: archipelago rhetorica”, cramer (2005, p. 9) states that there are three aims which an orator must always have in view—he must instruct, move and charm his hearers. if negotiation is a business communication, these are also the three things that a seller must have in becoming a persuasive negotiator: he must have the ability to instruct, (2) move, and (3) charm the hearer. persuasion in business communication, therefore, can be defined as the art of negotiation in which the seller adapts his or her statements to the audience so that the statements have the effects on the feelings, thoughts, and actions of the audience as the future customers. as a seller, it can be stated that negotiation is a business communication where he or she seeks to change the future customers’ minds. 60 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 these three aims can be met by using various rhetorical means—often called modes—of persuasion. one of the most famous classical rhetorical modes of persuasion is the one proposed by aristotle called the tripartite or the three appeals. they are logos, pathos, and ethos (roberts, 2004a, 2004b, and 2004c). these tripartite or the three appeals are often employed to create a convincing argument in speeches. in more details, logos is the logical and rational argument; pathos is the creation of an emotional reaction in the audience; and ethos is the projecting of a trustworthy, authoritative, or charismatic image through the speaker’s character (see also: urton, 2004b, p. 1; daniel, 2006, p. 1; eidenmuller, 2006, p. 3; newall, 2001, pp. 2-3; stein, 2002, p. 2; heeler, 1998-2005, p. 3). these are the theories that are applied to discuss the data in the form of business expressions made by the 7 th semester english education department students of universitas wijaya kusuma surabaya. method the analysis in this research is made on the data in the form of written expressions as the replies to the three requests by the customers designed to stimulate the replies. three different classes, ten students each, of the 7 th semester students are assigned to play the role as the sole distributors of “trawas” drinking water. clear instruction and the 3 (three) requests were shared to the students via whatsapp during the business english class and they had to answer the requests based on their role as the sole distributors (the details of the instructions and the requests can be seen in the appendix). considering the limitations, the analysis is focused on the rhetorical errors the students make (to make the analysis accurate and avoid unnecessary confusion, the data are put in italics). that is, this research paper is specifically intended to propose how some certain expressions in business communication—the negotiation—should be reconstructed rhetorically so that they are not only effective but also tactful enough to change the future customer’s minds and move them towards the seller’s direction. it is not surprising that the most frequent reply to each of the three requests is as follows. (a) you : i am sorry. the minimum order of drinking water in glass is 50 cartons. (b) you : i am sorry. the minimum order of 500ml bottle of drinking water is 30 cartons. (c) you: i am sorry. the minimum order of 1,000ml of drinking water is 20 cartons. some students wrote the same expressions but with some slight differences. for example, two students used we instead of i. hence, we are sorry. the minimum order is -. three students added the word very before sorry which may leave a milder expression of apology. following the instruction distributed, some students constructed a little different expressions from the above a, b, c, and wrote we are sorry. we can serve you only if you buy/purchase minimum 50 (30, 20) cartons. three students wrote we are sorry. the minimum order is 50 cartons. so we cannot serve you. three other students wrote we are sorry. we cannot accept the order under the minimum order. there are still some other minor differences as well as additional expressions they made, but basically they are just the same—in terms of rhetoric— disappointing expressions. 61 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 analysis and discussion using expression i am sorry combined with the minimum order of drinking water in glass is 50 cartons is structurally acceptable. in terms of rhetoric, however, this expression still feels insulting the customer’s feeling. therefore, the statement made by the customer service—in view of rhetoric—is unacceptable. that is, although the statement is initiated with the phrase i am sorry in order to reduce the rudeness the statement is still somewhat insulting. this is because, when measured in terms of aristotelian rhetoric, the statement meets only the aspect of logos—the logical aspect of the business argument (see also: docimo and littlehale, 2018, pp. 1-4). the statement, however, ignores the other two aspects (pathos and ethos) of rhetoric. the major part of the insult may come from the use of the phrase the minimum order which means that the customer service or the seller cannot satisfy the customer’s request tactfully. another part of the insult may come from the use of the phrase 50 cartons which means that the customer can place the order only if he or she purchases at least 50 cartons. in the eye of the customers the use of these phrases are psychologically insulting. that is, in terms of aristotelian rhetoric, does not meet the pathos (see also: peleckis and peleckiene, 2015, p. 417). using the word we instead of i in constructing an expression in one some way may leave a milder (even more political) impression (see: steffens and haslam, 2013, pp. 16). in this regard, however, this does not make any difference. that is because the content of the expression is just the same, disappointing the customers. furthermore, putting the word we at the beginning of the expression is inaccurate in terms of discourse analysis. this means the speaker, intentionally or not, is making a kind of topicalization or thematization (see: nunan, 1993, pp. 45-7). more clearly, by putting the word we at the beginning of the sentence, the user is talking about we. in this regards we as the seller who cannot fulfill what he or she (as the customer) needs. in terms of discourse, therefore, putting the word we at the beginning of this sentence can mean that the speaker is talking about the seller who is unable to fulfill what the seller him/herself sells. in terms of rhetoric, this can cause a sense of untrustworthy, which at the same time can mean a failure to meet the ethos as one of the tripartite. instead of putting we as the topic of the sentence, it would be much milder and a lot more rhetorical if the speaker as the seller puts the phrases the pack for the glass or the pack for the bottle at the beginning of the sentence, as the topic of the sentence. these phrases can then be constructed in more tactful expressions. that will make the replies read, “the pack for the glass is 50 cartons and we deliver to your home free” or “the pack for the bottle is 25 cartons and we deliver to your home free”. as it can be seen, these two expressions feel much milder and more rhetorical. that is because—in terms of syntactic linguistics— it is the packs that both parties are talking about in the negotiation. putting the phrase the pack for the glass or the pack for the bottle as the topic of the sentence will leave an impression that it is the packs who set up the rules for minimum orders; it is not the seller who cannot meet the customers’ needs. in other words, putting the phrase the packs will leave a more logical and acceptable sense of negotiation in the customers’ feeling, which in terms of aristotelian rhetoric is logos (see also: morin, 2011, pp. 1-3). the use of the expressions we cannot serve or we cannot accept followed by the order below the minimum is also even more insulting the customers’ feelings. the 62 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 expressions will be a lot more rhetorical if, for example, constructed as, to enable us deliver to your home free, the minimum order is 50 cartons. this alternative version contains not only the logical and rational argument, but also creates an emotional reaction, the pathos. the rational argument may come from phrase to enable us deliver to your home free, which more or less means that the prices of the packs have included the costs of packaging and the delivery. this type of statement not only gives the customer an understanding the seller’s calculation, but also leaves an impression that the seller’s polite manners. ultimately, the statement is also capable of leaving a charismatic image about the seller’s character. another negative point that a seller or customer service should avoid in business negotiation is saying no, including cannot or could not. in the above students’ replies, at least three students replied we cannot accept . . . or we cannot serve . . . (the order under the minimum). the use of the phrases cannot accept or cannot serve may leave an impression that the seller is testifying that he is incapable of supplying the service he or she is selling. again, in terms of rhetoric, this sentence fails to fulfill the aspect of ethos. it will be a lot more persuasive if the sentence is reconstructed as, we are sorry that the packages are available as 50 cartons for the glass (30 cartons for the 500ml bottle, and 20 cartons for the 1,000ml bottle). saying this expression does not only fulfill the aspects of logos and ethos, but might also cause the customers feel that the seller has tried to meet what the customers need. while the best sales and marketing people—in butler’s view—work with the goal of satisfying customers’ needs and demands (see: butler in thomson, 2000, p. 72). in terms of aristotelian rhetoric, doing such jobs is part of pathos. negative expression by a seller that is initiated with i am sorry or we are sorry does not always eliminate the customers’ disappointment. that is because actually as soon as the customer hears this statement, he or she knows what is to come soon. it is clear that what to come is neither the provision of what the customer’s needs nor the solution of his or her problem. therefore, apologizing for not meeting the customer’s need only leaves an impression that the seller only tries to reduce the customer’s disappointment. it is indeed an effort of applying pathos. the problem, however, remains unsolved because there is no idea how the customer can have what he or she needs. at this point, it might sound very promising to say why not fifty (or thirty, or twenty) cartons with free delivery. with this expression, customer will soon understand that if he or she has purchase less than fifty (or thirty, or twenty) cartons the customer has to prepare his/her own car to carry the cartons. at this very moment, it is very possible that the customer may change his or her mind to buy a little more in effort of enjoying the free delivery. on the basis of the above discussion, one can see that a fluent language skill is not enough for educators. that is, learning english (for the students) teaching english (for the teacher/lecturer) is much more than supplying information (see: triparthi, 2016, pp. 1-4). it is incorrect to say that if one can communicate, in written or spoken english as the (efl) target language, one is successful. in this paper it has been analyzed and discussed that despite the facts that (indonesian) students have been successful in communicating in both spoken and written english as their target language, in view of business communication their english lack rhetorical strategies. in relation to the need for business english as one optional subject (commonly offered in semester six or seven), it is recommended that the teaching should include rhetorical aspects of business 63 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 communication. that is, especially for those who program business english, rhetorical aspects are proven to be very crucial for business success. elements which are specific to the present expansion of business communication make specific demands on the knowledge of the cultural traditions of business contacts. this knowledge is especially important in studying english as a foreign language, since the use of foreign languages as a real means of communication is possible only under condition of extensive background knowledge of the involved culture, business. along with good command in business english, students should be taught to compare social and cultural contexts of using promotional business contacts in both spoken and written forms (fadeeva & kalinin, 2012, p. 144). whereas responding through whatsapps sent to their lecturer as discussed above is just one example of how students should write their responses to some requests, correspondence is another. sales letters or other written exchanges should be aware of contemporary business practices between indonesia and english-speaking countries. the english sales letter as widespread type of business correspondence has a long history, since the free market economy characterized by competition has been a dominant feature in the western economic structure (see: hooker, 2008, p. 8). it also leads to the specific interpersonal context or one-to-one reader-writer relationships, in which the writer or the sales managers writes to an individual as a targeted reader. as for indonesia, the recent changes in different spheres of life, including competitive market economy, lead to the increasing popularity of sales letters and also to the use of sales promotional strategies (see also: fadeeva & kalinin, 2012, p. 146). moreover, english business texts affect the formation of genres of the indonesian business texts. however, the business text in the sphere of official business indonesian communications contains important features peculiar to that nation and shows sufficient stability with regard to such influence. such background information offers an opportunity for students to further their rhetorical world knowledge structures, which may help them understand the letters’ purposes and text structure. indonesian english students should be encouraged to identify different purposes. business communication or negotiation should stress an independent positive image as a sales company. by learning the communicative purposes of business negotiation, which is the most important stage in learning business english, will help students acquire a comprehensive and systematic understanding of a range of purposes. characterized by overwhelming success in selling certain products, the prevalent strategies employed in business negotiation models involve a series of mental activities like attention, interest, desire, and action which are—as discussed above—covered in aristotelian tripartite. conclusion on the basis on the above analysis and discussion, it can be concluded that a business communication, more particularly a business negotiation, usually (if not always) involves tripartite as the core aspect of rhetoric. as a negotiation, business communication is not simply how to tell the customers what the seller can or cannot do or provide under certain circumstances. business communication involves a tactful way saying things, especially by the seller. a tactful rhetorical business communication, therefore, in one way or the other is often stated as a good sales communication. 64 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 whether or not a seller can satisfy the customer is matter of how the customer feels. this might be the reason why, in gonzales’s view, perception is sometimes everything. it is for the sake of this perception the government changed the name of the war department to the department of defense. that is because the popular perception, right or wrong, war—in gonzales’s view—is hell and therefore bad. the word defense, however, (as in self-defense) is good and is rooted in human biology to boot (2002, p. 2). it is much wiser to consider the sayings that once the opponent, objector, or disbeliever is insulted, in this case the customer, he or she will never be persuaded of anything, no matter how obviously wrong he or she is or how clearly right what we suggest are. on the other hand, as bill press (2002, p. 2) says, ‘if you say something often enough and loud enough, people will believe it—no matter how untrue it is’. choosing the right words to avoid insulting a customer is only one out many strategies. expressions of apologies for not being able to meet what they need is just another. constructing the linguistically right expressions based on the standards set up might still disappoint customers’ feeling. offering better alternatives tactfully to the customers while keeping the standards might give the solution. that is, offering the free transports of delivery for a little bigger order than what they need might make them choose the alternatives being offered without feeling purchasing more than what they need. in doing so, what the seller has to do is making expressions that in terms of tripartite (logos, pathos, and ethos) as the core of aristotelian rhetoric acceptable. once the seller is capable of making expressions containing these three aspects, the expressions he or she makes will instruct, move, and charm the hearer which ultimately makes the customers purchase the packages even they are more than what they need. references andersen, p. h. (2001). “relationship development and marketing communication: an integrative model” (journal of business & industrial marketing). mcb university press. burton, g. o. (2004). “branches of rhetoric (silva rhetoricae)”. brigham: brigham young university. retrieved from: http://humanities.byu.edu/rhetoric/oratory/branche soforatory.htm. docimo, k. and littlehale, k. (2018). “the rhetorical triangle: ethos, pathos, logos”. usa: storyboard. retrieved from: https://www.storyboardthat.com/articles/e/ethos-pathos-logos kogen, m. (ed.). (1989). writing in the business professions. usa: ncte and the association for business communication. cramer, a. (2005).“definitions of rhetoric: archipelago rhetorica”. retrieved from: http://www.andrew.cmu.edu/user/pcramer/defrhet.html daniel, c. (2006). “understanding rhetoric: persuasion in action (material)”. australia: university of south australia. retrieved from: http://www.unisanet.unisa.edu.au/rhetoric/persuasi on.htm eidenmuller. (2006). “presidential rhetoric”. texas: texas a&m university. retrieved from: http://www-bushschool.tamu.edu/cps/prez/rhetoric http://www.andrew.cmu.edu/user/pcramer/defrhet.html http://www.unisanet.unisa.edu.au/rhetoric/persuasi%20on.htm 65 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 fadeeva, a.a. and kalinin, v.f. (2012). “the imprtance of cross-cultural understanding for esl students”. tambov state technical university, tambov recommended for publication by doctor of philology, professor m.n. makeyeva. no. 4(42). 2012. doi: 378:811.111. gonzales, s. (2002). “a remainder of the power of words”. seattle: seattle post intelligencer. retrieved from: http://www.commondreams.org/cgibin/print.cgi?file= /views02/0611 05.htm hooker, j. (2008). “cultural differences in business communication”. uk: tepper school of business carnegie mellon university. retrieved from: https://public.tepper.cmu.edu/jnh/businesscommun ication.pdf kneffel, d. (1991). aims of the essay: a reader and guide. massachusetts: allyn and bacon. lewicki, r. j.; david m. saounders; john w. minton. (1999). negotiation. new york: the mcgraw-hill companies. moor, a. de and hans weigand. (2004). “business negotiation support: theory and practice”. tilburg university: infolab dept. of information system and management. morin, p. (2011). “ethos, pathos, logos: three words to make you more persuasive and a better marketer”. company founder com. retrieved from:http://www.companyfounder.com/2011/04/ethospathos-logos-three-wordsto-make-you-more-persuasive-and-a-better-marketer/# newall, p. (2012). “rhetoric”. retrieved from: http://www.galileanlibrary.org/int21.html nunan, d. (1993). introducing discourse analysis. england: penguin books ltd. peleckis, k. and peleckiene, v. (2015). “persuasion in business negotiations: strategic orientations and rhetorical argumentation”. universal journal of management 3(10): 413-422, 2015. doi: 10.13189/ujm.2015.031006. lithuania: vilnius gediminas technical university. press, b. (2002). “the myth of the liberal media rides again”. cable news network (cnn). retrievedfrom: www.cnn.com/2002/allpolitics/02/21/column.billpress/index.html roberts, w. r. (2004a). rhetoric by aristotle 350 bc. (book i). copyright by lee honeycutt. roberts, w. r. (2004b). rhetoric by aristotle 350 bc. (book ii). copyright by lee honeycutt. roberts, w. r. (2004c). rhetoric by aristotle 350 bc. (book iii). copyright by lee honeycutt. stein, w. (2002). “the basics of aristotelian rhetoric: the history of rhetoric”. university of central oklahoma. retrieved from: http://www.libarts.ucok.edu/english/rhetoric2/rheto ric.htm steffens, n.k. and haslam, s.a. (2013). “power through ‘us’: leaders’ use of wereferencing language predicts election victory”. plos one. 2013; 8(10): e77952. doi: 10.1371/journal.pone.0077952. retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/pmc38 06781/ http://www.galileanlibrary.org/int21.html http://www.cnn.com/2002/allpolitics/02/21/column.billpress/index.html 66 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 thomson, t. (ed.). (2000). writing about business: the new columbia knightbagehot guide to economics and business journalism. usa: columbia university press. triparthi, r. (2016). “professional ethics in english language teaching”. international journal of english literature and culture. vol. 4(6), pp. 104-107, july 2016. doi:10.14662/ijelc2016.054. allahabad: university of allahabad. wheeler, k. l. (2005). “rhetoric”. copyright 1998-2005. retrieved from: http://web.cn.edu/kwheeler/resource_rhet.html http://web.cn.edu/kwheeler/resource_rhet.html journal entitled 21 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the investigation into primacy effect on student’s vocabulary memorization delli sabudu manado state university dellisabudu@unima.ac.id abstract this study aimed to examine whether primacy positions are more dominant in memorizing words, in other words, this study intends to test which ones are easier to remember words that are at the top or the beginning or words that are at the bottom or end in the word memorization list. in this study, the authors used a sample of first grade smp negeri i students. from a number of parallel classes the author takes the class as a sample. data collection is done through tests in the form of a post-test. by using the t-test formula, the collected data is then analyzed to test the hypothesis whether there is a significant difference between the two groups of students who memorize the primacy position and the students who memorize the recency position. the experimental group gets a higher number in memorizing words in the primacy position in memorizing vocabulary. by using a two-tailed test, proved that ho is rejected. for this reason, it is expected that teachers who teach english or other foreign languages can teach vocabulary by placing difficult words on the memorizing list in the top or primary position. keywords: primacy, recency, vocabulary, memorization. introduction there are various reasons why we remember words better than others. the nature of words affects our memory (ur, 1996). words consisting of one or two syllables are easier to remember that those of three or more. words referring to concrete objects are easier to remember that those referring to abstract nouns. another reason why we remember words is circumstances we are learnt. words learnt in relax are easier to remember than those learnt under pressure. method of teaching also is another reason. words taught visually are easier to remember than words taught through verbal illustrations. whether words are easier or difficult to remember is determined by their position in a word list. research findings show that when given a word list and we are memorized the words in the period of time, those come at the top of the list are easier to remember than those occupying mid or final position. the words in top position are the first that catch out attention, than those in the mid and final position. effect of top position is called “primacy effect” (good & broophy, 1982:218). research evidences also show that words come at the end position of word list are easier to remember than those in the top and mid position. they come with the reason that when a given word list is memorized, the word in the final position is the latest mailto:dellisabudu@unima.ac.id 22 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. information that enters our memory before. words in the final position interfere in our memory (walker 1996). still another research evidences indicate that words in both top and final position are easier to remember than those in the mid position. the reason is, as mayer (1998:2) points out, “…because items at the beginnings and ends of lists serve as cognitive landmarks that provide anchors to which the other items may be attached in memory”. based on the three ideas about the above effects on students’ memorization in vocabulary, the writer would like to find out which of those ideas or theory is dominant in vocabulary memorization and that is why this study is done to investigate the cause. the purpose of this study is particularly intended to find out whether the recency effect is more dominant in word recall than primacy effect? while the hypothesis itself that primacy effect is more dominant than recency effect in word recall. the students that choose as a sample is assumed to have normal memory and the data in the form of test scores are normally distributed. the information that was provided by this study is particularly important for a number of people: theoreticians in information processing, researchers in foreign language teaching and teachers of english as a foreign language. memorizing vocabulary vocabulary can be defined, roughly, as the words we teach in the foreign language (ur, 1996). vocabulary can be acquired in many different ways. one way is through word memorization. the words in your vocabulary are those you understand and use.” word memorization actually in the form of memory experiment, it involves the recall of as many items as possible on a word list. the words, which are put in the word-list may be taken from a dictionary or reading text in the textbooks. students are given lists of target language vocabulary words and their native language equivalents, then students are required to memorize them and tested regularly. generally, the memorized words can be easily kept in our memory, but sometimes they are easily forgotten. there are a number of reasons why words memorized from word list are easy or difficult to be held in our memory. words are easily kept or held in our memory and can be easily retrieved because we have already had similar knowledge or experience related to the words we memorize. they can be easily forgotten because we do not have previous knowledge related to the words. position of words in a list play is the most important part in determining whether or not given word is easy or difficult to be held in our memory and recalled. murdock, as quoted by walker (1996), found that the first and the last portions in word list are learned more readily than the middle. he also found that the last portion is easier to be kept in our memory and recalled than the first portion. ruch (1984) also points out the 23 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. same thing. he states that if a list consisting of 20 words is to be memorized, the first and the last portions are better recalled than the middle portion. why can the first and the last portions be the first and the last words that we first and last see? when we are given a word list, we tend to pay minimal attention to those mentioned in the middle of the list. that is the reason why the first and the last portions of words in the word lists are easier to be memorized and recalled. the effects of the first and the last portion are called primacy and recency effects. 2.1. primacy effect primacy effect can be explained as the effect that happens while the items are arranged in the word lists; for example, list the names and try to memorize them. after you write down the names again, you can see that the names in the top position can be memorized better. this happens because the top position is prior learning (pro-active inhibition) (holzman, 1978). 2.2 recency effect recency effect can be explained as the effect that happens while the items arranged in a list. after students memorize the items, then you can find that the items in the last position can be better memorized. this happens because what we learn recently may interfere with what we have learned before. in this case, the words or items in the last portion interfere the recall of words learned before. this is what walker (1996: 222) calls “retroactive inhibition”. statistical formulation in this study, the writer applied the t-test formula in order to compare the ability of the two groups. basically, this statistical formula follows the assumption of homogeneity of variance, where: (1) the scores in the two groups are randomly sampled how their respective population and are independent of one another. (2) the scores in the respective, populations are normally distributed. (3) the variances of scores in the population are equal to the independent variable positively affects the dependent variable. to prove whether the hypothesis was rejected or not, the t-test formula by shavelson (1981) was used. where : x1 = mean score of experimental group x1 = mean score of control group n1 = total number of the experimental group n2 = total number of the control group                  2121 2 22 2 11 21 xx n 1 n 1 2nn s 1)(ns 1)(n x x (obs)t 24 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. s1 2 = calculation of variance of the experimental group s2 2 = calculation of variance of the control group to test the hypothesis, the following formula ratio is used : ho = μ1 = μ2 h1 = μ1 ≠ μ2 a = .05 the criteria for rejecting the null hypothesis are: (a) do not reject ho if tobs < terit (b) reject ho if tobs < terit (this means that the alternative hypothesis is accepted) findings and discussion to prove whether the hypothesis is rejected or not, the writer conducted the trueexperimental research. the data were concerned with the use of memory-test. it was in the form of a plain answer sheet, in which the subjects were to write down all the words they had memorized previously from a word list. the memory test was a post-test which measures the effect of the independent variable on the dependent variable. the population of this research was the students in the first grade of sltp negeri i manado, which consisted of 10 classes. one of the ten classes was chosen randomly and decided to be the sample class. this sample class consisted of 48 students and 40 were randomly chosen as subjects of this research. 18 words in the list were divided into three positions that is six on the top position, which is called primacy position, six in the second position which is called the middle, and six in the last position, which is called recency position. the primacy was the experimental group and recency as the control group. the treatment was the position of words in the word list. based on the hypothesis, there were two groups in the research. to find out the difference between the two groups, the t-test formula was used to test. in order to analyze the data, the writer used the following steps : step 1: checking the result of post-test in the experimental group and the control group. step 2: checking the frequency distribution of the experimental group and control group. step 3: calculating the result of the post-test in the experimental and control group. step 4: computing tx1-x2 by inserting the appropriate values into the t-test formula. step 5: deciding whether to reject the null hypothesis or not. the following is the result of post-test in the experimental group and control group. 25 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. table1. result of the post-test in the experimental group and control group n1 x1 n2 x2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 6 5 6 4 6 5 5 6 5 6 3 5 6 6 6 5 5 5 5 6 5 6 4 6 6 5 6 5 5 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 5 4 5 3 5 2 4 5 4 5 0 4 5 4 5 4 4 4 2 3 2 3 3 4 5 4 3 3 5 5 table 1 continued. n1 x1 n2 x2 31 32 33 34 35 36 37 38 39 40 3 6 6 6 6 2 4 3 5 4 31 32 33 34 35 36 37 38 39 40 6 6 6 6 2 6 5 6 5 5 26 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. n1 = 40 n1 = 204 n2 = 40 n2 = 165 table 2. frequency distribution of the experimental group (x1) score value (n1) tally f 6 5 4 3 2 17 15 4 3 1 table 3. frequency distribution of the control group (x2) score value (n2) tally f 6 5 4 3 2 1 6 12 10 7 4 1 table 4. calculation of the result of the post-test in experimental group (x1) 27 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. n x1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 6 5 6 4 6 5 5 6 5 6 3 5 6 6 6 5 5 5 5 6 5 6 4 6 6 5 6 5 5 5 3 6 6 6 6 2 4 3 5 4 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1 .9 .1 .9 .1 .9 .1 .1 .9 .1 .9 .1 .1 .9 .9 .9 .1 .1 .1 .1 .9 .1 .9 1.1 .9 .9 .1 .9 .1 .1 .1 .9 .9 .9 .9 -3.1 -.1 -.1 -.1 -.1 -.1 .81 -.2 .81 -2.2 .81 .01 .02 .81 .02 .81 -4.2 -.2 .81 .81 .81 .2 .2 .2 .2 .81 -.2 .81 -2.2 .81 .81 -.2 .81 .2 -.2 -.2 -4.2 .81 .81 .81 .81 -6.2 -2.2 -4.2 .2 -2.2 n2 = 40 n1 = 174 n1 = 5,1 n1 = -16.83 2x 2 21 )x(x 11 xx  1.659 2.752 2.752 39 107.35 1 40 132.65) (204 1 -n )x-(x s 40 204 n x x 2 2 12 1           28 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. table 5. calculation of the result of the post-test in control group (x2) n x2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 5 4 5 3 5 2 4 5 4 5 0 4 5 4 5 4 4 4 2 3 2 3 3 4 5 4 3 3 5 5 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 -1.125 -.125 .875 -.125 .875 -2.215 -.125 .875 -.125 .875 0 -.125 .875 -.125 .875 -.125 -.125 -.125 -2.125 -1.125 -2.125 -1.125 -1.125 -.125 .875 -.125 -1.125 -1.125 .875 .875 -2.25 -.025 .765 -2.25 .765 -4.25 -.025 .765 -.25 .765 0 -.25 .765 -.25 .765 -.25 -.025 -.025 -4.25 -2.25 -4.25 -2.25 -2.25 -.25 .765 -.25 -.25 -2.25 62.25 .765 table 5 continued n x2 31 32 33 34 35 36 37 38 39 40 3 6 6 6 6 2 6 5 6 5 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 4.125 -.125 .875 1.875 1.875 1.875 -2.125 1.875 .875 1.875 .875 -2.25 3.51 3.51 3.51 -4.25 3.51 .765 3.51 .765 -5.275 n2 x2 2x 2 22 )x(x  2x 2 22 )x(x  22 xx  22 xx  125.4x 2  275.5)xx( 2 22  1.947 3.794 s 2.794 39 147.98 1 40 17.015) (165 1 -n )x-(x s 40 165 n x x 2 1 2 2 22 1           29 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. = 40 = 165 in this study, the experimental group was expected to score higher than the control group. also, to test whether there was a significant difference between these two groups, t can be calculated by inserting the values from table 4 and table 5 into the following formula: in order to decide whether or not reject the null hypothesis, the observed value of t (2,000) was compared to the critical value of t. since there is a different critical value of t for each degree of freedom, the first step is to determine the number of degree of freedom (df). the degree of freedom for the critical value of t is: df = n – 2 = 80 – 2 = 78                2121 2 22 2 11 21 x-x n 1 n 1 2 n n s )1(n s 1)(n x x (obs.)t                40 1 40 1 2 40 40 3.794 )1(40 2.752 1)(40 4.125 5.1               40 2 78 3.794 )(39 2.752 (39) 4.125 5.1               40 2 78 147.966 107.328 4.125 5.1              40 2 78 255.294 .975 (obs.)t 21 x-x     .05 3.275 .975  163. .975  2.413 .404 .975   30 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. in table c (see appendix), it is found that the critical value of t for 78 df at the level of significance .05 is 2,000. this means that since tobs is higher than the tcrit (2,413 > 2,000), the null hypothesis is rejected. therefore, the alternative hypothesis is not rejected. conclusions and suggestion conclusions based on the discussion, the following points have been concluded: the scores of the students in the experimental group were in majority higher than those in the control group. this means that there was a significant difference between the number of words which were memorized by the students in top position (primacy position) and that in the last position (recency position). words that were memorized by the students from the word list in the top position were easier to recall than those in the last position. the students could better remember the words in the top position than those in the last position; in other words, primacy effect was more dominant than recency effect. suggestions as the completion of this research, the following suggestions have been pointed out: theoreticians can use this research to support their theory which is stated “words in the top position are easy to recall than words in the last position”. in applying memorizing words to teach the vocabulary of a foreign language. teachers especially english teachers have to consider the positions of words. this means that difficult words are put in the top position, so that students can recall them better. references good, t.l & brophy, j.e. (1982). educational psychology. new york: prentice hall holtzman, w.h. (1978). introduction to psychology. new york: harper & row, publishers. mayer, r. e. (1998). the cambridge handout of multimedia learning. new york: cambridge university press. ruch, j.c. (1984). psychology: the personal science. belmont: wadsworth publishing company. shavelson, r. (1981). statistical reasoning for the behavioral science. boston: allyn & bacon. ur, p. (1996). a course in language teaching: practice and theory. new york: cambridge university press. walker, j.t (1996). the psychology of learning. upper saddle river: prentice hall inc. celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 ‘who am i?’ interrogating my identity as esp teacher: personal narration rafika rabba farah universitas muhammadiyah malang rafikafarah@gmail.com abstract abstract— the notion of english for specific purposes (esp) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. consequently, it affects esp teachers’ identity. this study takes a deeper look on a teacher’s personal experience teaching esp that contributes to esp teacher’s identity construction. it is a qualitative research using narratives as the approach, written records are taken as the main data. in the study, there are three participants in the research; two are esp teachers and another is the researcher herself as she also involved in the teaching esp. the study has revealed that the identity construction of esp teachers is mainly built through two dimensions: students-related challenge and institutional challenge. to deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. to deal with institutional challenge, developing general english curriculum into more specific purposes is demanding for teachers. in addition, teaching esp for more than one major in a semester adds to its complexity. keywords— esp, teacher identity, narrative introduction this paper aims at interrogating english for specific purposes (esp) teacher identity. esp is one form of content and language instruction learning (clil) approaches. it is argued that the notion of establishing esp as english language learning model for adult learner in university setting is practically advantageous for learners’ future study and career. however, implementing esp as teaching approach can be a daunting task, particularly it has an effect in shaping teachers’ identity. based on this argument, the issues in esp teaching and learning will be initially theorized consisting of its contentious debates and teacher identity formulation. next, it will picture the writer personal narration in the context that she is familiar with—asian efl context. finally, the theory and practice will be discussed. mailto:rafikafarah@gmail.com 2 contentious debates do we really need esp? the tenet of implementing esp as english language teaching (elt) approach in efl context is indeed appealing. this is such a shortcut of learning english—students can learn language and content at the same time. in addition, it also has an idea of giving students more opportunity to english exposure. take, for example, students can learn this subject knowledge such as business, law, politics, engineering, medicine, and etc. in english. it is remarkable, isn’t it? the aforementioned assertion has clearly pictured the reason why many institutions are trying to adopt clil. it was initially advocated by immersion and bilingual program in north america then bilingual education in europe (perez-canado, 2012). to make this happens, eu council has stipulated a policy into its education, it is the concerned of using foreign language for specific domain, i.e., public domain, occupational domain, educational domain, and personal domain (marsh, mehisto, wolff, and frigols, 2001). it is observable that, in europe, learning foreign language is projected to get better job, well-education, and improved life. subsequently, in asian efl context, english learning is driven by global socioeconomic. life today is internationally more competitive, so that english language learning approach such clil is prospective. for instance, the ministry of education of taiwan has established clil in tertiary education aiming at promoting internationalisation of higher education (yang & gosling, 2014). similarly, in japan, one-third of universities have implemented clil in response to meet the need of student recruitment and reach prestige (brown, 2015). additionally, in indonesia, the notion of asean free trade area (afta) has also brought another sense of anxiety of not mastering english—loosing or gaining. in a similar vein, the other proponents have another consideration on the implementation of clil program is the communicative approach conveyed. a study conducted by lasagabaster and sierra (2009) reveal that “clil caters for all types of learners/different learning styles and provides much richer communicative situations and “can do” opportunities which engage students and foster the development of language awareness” (p.13). the finding is trying to underline that in asian efl context, english is needed in more practical use. as it commonly occurs that the use of english in efl context is often ended up in the classroom situation and less realistic. thus, clil comes as solution by providing learning in more lifelike and authentic way. in his study, lasagabaster (2008) finds that albeit english occurs in a minimum exposure, clil implementation has brought a success to students’ foreign language attainment. on the contrary, teachers find it challenging to run clil program as an ideal concept. the question arises around the effectiveness of clil, i.e., integration between language and content. studies by dafouz (2007); tudor (2008); vazquez (2010) show that learning academic material through foreign language is a complex task in regards to knowledge construction and conceptualization. not surprisingly, that content specific term and the use of foreign language can be a barrier to teachers’ explanation as well as students’ understanding. furthermore, evnitskaya (2011) points out that different linguistic use between teacher and students to meaning-making and interaction occurs in clil science class adds to this complexity. the next question lies on the difficulties in determining students’ need. in clil program, needs analysis become central to design pedagogical framework—on what and how to teach. in fact, this measurement becomes vague when students cannot identify their own needs, subsequently it is plausible being over-assumed by the institution. when the course is determined by students, it has a tendency to be lack of consistent, thorough (vilkanciene, 2011), and eclectic. the next issue will be address on material selection. a study on greek and cypriot teachers in regards to aspects of skill necessitated for clil teaching reports that difficulty in designing and using appropriate materials, e.g. collect material and task-design, was on vast majority agreement compared to other components such as knowing learners’ need and content-competence (griva, chostelidou, and panteli, 2014). yet, in reality, material selection in clil teaching is prone to change, either lenient to teachers’ preference (depends on teachers’ ability) or students’ need. it is implied that teachers’ cognition, knowledge and belief, is still in question here. then, it is now clear that there is a need to teacher training or education which focuses on clil approach. are teachers ready to teach? what makes someone is regarded as a qualified teacher? there is broad consensus within the experts that the success of clil program relies highly on teachers’ competence. 4 which competence are we now talking about? apart from experience, quality, integrity, personality trait and so on, teachers’ previous education has been concerned as crucially paramount to the determination of teacher quality. in respect to clil, teachers need to undertake the expertise in integrating subject knowledge, language, and pedagogy (eu commission 2008; lorancpaszylk, 2007). without having been trained, clil teachers would find it hard teaching new area that they have never been exposed to in their previous education. one and the foremost capability that clil teachers need to be proficient is the foreign language competency. in respect to this, rodriguez, in his research (2012) finds that “the most outstanding negative aspect they [students] found is lecturers’ insufficient level of english. clil training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of clil is realized” (p. 183). the supply of teachers’ vocabulary is the area that profoundly challenged when teaching esp. often, esp teachers and not to mention all english teachers are assumed to know the whole bunch of vocabularies related to students’ field. it is something that hardly managed by teacher for noticeable reasons. how would someone know all these, while it is not the field that they have been taught previously. looking at this density, the need to clil teacher training must be embedded in teacher education curriculum. for not doing so, teachers have a tendency to teach in the way they have been taught. this is what sylven (2013) is trying to remark that teachers’ previous education has, in fact, envision their professional concept. yet one might then ask, how was the teaching quality in teachers’ previous education? was it done professionally? if it is also insufficient, apparently clil implementation would be at high risk. the framework that would be addressed here is teacher education in my previous university. english teacher training was given in 4-year program—learning linguistic, literature, efl teaching method, some pedagogical principles, and teaching practice given at the end of program (for about two months). language improvement was less emphasized after all. as a result, during the semester break, some students, still had to go to english institution to address their language problems. to reach the success of implementing clil, as well as language competence, teacher education should also give more emphasis on how to teach subject knowledge. it is due to the fact that clil teachers are mainly recruited because of their english proficiency, not the subject knowledge. without having sufficient knowledge on subject specific discipline, teachers will find themselves enforced to change teaching systems (vazques, 2010), it even worsens their role in teaching esp (ghanbari & rasekh, 2012). furthermore, in certain specific study like english for business, the need to teachers’ specific knowledge of business is required. as what is always pondered, there is a demand that esp business teacher is essentially a businessman that has a role as negotiator and language consultant or a good english teacher would be sufficient bereczky (2009). overall, the need to a good english teacher who has knowledge in the skill and subject field is in demand. in short, on what aspect that clil teachers need to be equipped, perez-cańado (2016) has researched on 706 clil pre-service and in-service teachers’ needs in europe. he diagnosed that teachers are in need to improve linguistic and intercultural competence, theoretical and methodological aspects, teaching resources, and ongoing professional development. he further concludes that to best achieve a success implementation of clil, institution has to assure that teachers are ready to teach. identity formation teacher identity as applying this new approach of esp in tertiary level is a complex responsibility, while teachers taking this role are having insufficient knowledge and training, then what possibility might be resulted from such a situation? yes, teachers’ teaching credibility will be in challenge. who may challenge this? students, other practitioners, and society possibly may. identity, as it is defined by musanti (2010) is developed through discourse which attach to a norm in particular society—within social practices and endorsed through language. to view teachers’ identity, gee (2001) pinpoints that identity is someone acknowledgement as a ‘kind of person’ in a given context, this is in regards to a person connection to his performance in society, not because of his ‘internal states’. he further addresses four frameworks to view identity. first, it is nature identity which is static in nature. second is institution identity; it is authorized by the place where a person 6 associates with or a position he has within institution. next, discourse-identity is personality trait that recognized through discourse or dialogue with ‘rational’ individual. the last definition is affinity-identity; this is the practice that is shared in the affinity group. similarly, based on three perspective brought by varghese, morgan, johnston, and johnson (2005), teacher identity can be formulated from social identity theory, situated learning, and an image text, i.e., teachers everyday practice at school. according to social theory, teachers are associated with the race, nationality, culture, and also political context. in addition, situated learning indicates us that identity is constructed, manipulated, negotiated to the position, situation, and a place where teachers work. also, image-text is very much driven by teacher-student relationship. based on the above continuum, esp teachers’ identity can be analysed using the four frameworks mentioned. in this paper, we will look at esp teachers’ identity which is constructed within the social context—institution and professionally driven. some concerns that normally related to language teachers’ identity are teachers’ role in the classroom, the position of non-native speaker, and teachers’ education. those three issues in fact can contribute to teacher-student relation. as students are the primary stakeholder at school, their rapport towards teacher will rely highly on how teachers use their identity. basic roles of esp teacher based on dudley-evans and st john’s (1998) explanation, the role of esp practitioner is divided into five, namely esp practitioner as teacher, course designer and material provider, collaborator, researcher, and evaluator. the consideration on these different roles was the main reason why the two authors select the term ‘practitioner’. referring to this framework, each definition will be described then analysed as follows. the esp practitioner as teacher. esp practitioner roles as teacher is significantly different from general english teacher. as it is defined, teacher is now not the ‘primary knower’ (dudley-evans & st john, 1998) rather students can be more knowledgeable if the course has more emphasize on students’ subject specific knowledge or has relation to students’ project that they are involved in. for apparent reason, this situation may challenge teachers’ credibility in the classroom. esp practitioner as course designer and material provider. the role of selecting materials then designing tasks can be time consuming and demanding. as using textbooks that exist has no guarantee to answer students’ needs, consequently, to self-produced textbook and materials might be the best practice to undertake. this situation can increase practitioner’s creativity and autonomy. yet, the authenticity should be well-assessed, otherwise classroom activity would be in danger. esp practitioner as researcher. the ability of practitioner to diagnose students’ needs which has projection to their future career and study has to be emphasized. therefore, the formulation of course design and material selection are outlined in learnercentred approach. learner centre has been recognized as a dimension where students’ need is appreciated and acknowledged. implementing such approach, esp practitioner needs experience, knowledge, and belief. esp practitioner as collaborator. as there is dual focus in esp, learning skill and knowledge, esp practitioners has to collaborate with teacher of the subject field. teacher of the subject filed can be the carrier of the content, the party who prepare the materials, the specialist assesses the content that has been prepared by the esp practitioner, and the fullest role as team-teaching partner (dudley-evans & st john, 1998). however, this situation is not always ideal as it has been described, esp practitioners and subject teachers’ workload can be the limitation and the term collaboration has the idea to increase more cost. esp practitioner as evaluator. to see the effectiveness of esp program, on-going formative assessment is an evaluation that can give feedback to practitioner and also the institution on what to improve. in exhibiting formative assessment, most of the time, teachers’ idea contradicts what is so called with standardized assessment that the institution wants to have to measure overall achievement of the program. this approach has negatively conflicted with the agreed curriculum. the above roles have already described how vary the esp teacher job is. we have to understand that without collaboration on how to run esp, indeed this approach will always be infant in our context. it is a job that should be shared within practitioners and supported by the stakeholder. native divide the dichotomy of native speaker and non native speaker (ns-nns) can be very personal for english teachers. thomas (1999) experience in teaching native americans has full of challenges which occurs in various contexts such as in the appearance she looks 8 (race) along with the accent, professional organization, hiring practices, from students, and as graduate student. she further asserts that these challenges have effects on her credibility as teacher. consequently, this perspective leads her to be apologetic, nervous to succeed, and even worst it causes her to be paranoid of the experience she had. what is more, in asian context, the issue is not only about ns-nns but also are you a graduate from state of private university? or even are your degree from local or overseas university? on the same line, liu (1999), on her study, finds that if teacher and students have the same perception, mutual understanding will be reached. for instance, students have a tendency to high appreciate nns teachers for their professional competence. meanwhile, when teacher and students have discrepancy on their perspective, there will be a surprise on students. positive remark is shown when a teacher revealed her danish background, students admire her english and comment that she has worked hard to learn it. on the contrary, negative remark was given when a teacher revealed that he was a native speaker of english while in fact he has asian look. the tenet that only ns teachers are having right to teach english is still attach to norton’s (1997) term ‘the ownership of english’, who is more and less capable. the white teacher is perceived as the one who is having more fluent english compared to the other counterparts. as amin (1997) argues, the students' construction of their minority teachers as nonnative speakers and therefore less able teachers than white teachers has an impact on their identity formation. when the students give the message that they consider their teacher to be a nonnative speaker of english and therefore one who cannot teach them the english they want or feel they need, minority teachers are unable to effectively negotiate a teacher identity. in such a classroom, minority teachers, no matter how qualified they are, becomes less effective in facilitating their students' language learning than, perhaps, white teachers (p. 581). albeit sociolinguistic defines that there is no such connection between race and language ability, but students’ perception tells so. in sum, it is clear that, such dichotomy is more about students and even society’s perception of a teacher. method this is a qualitative research using narrative as the approach. narrative study is also called as biography, life story, life narratives, and oral history that documented first-person experience (ary, 2006). personal information is used to highlight a person’s life in the form of story. this is to convey the meaning of a person’s experience. data gathered was written records about challenges of teaching esp that form identity construction. also, the researcher acts as participant in this study. results personal narration teacher a i was 24 years old to begin my career teaching esp in tertiary level. it was just three months a way from my graduation day. once i came in to the classroom on the first day, students did regard me as young and some of the students were in my age. they expected a senior lecturer who would be perceived to be professional and had more experience. overall, my being young was in question. in my context, esp has different scheme in comparison to other major planned programs. it is run more like bridging or language additional support. the underlying aims of this setting is attaining english competence through content rather than mastering the subject knowledge itself. however, the issue of teaching foreign language with the use of specific discipline in tertiary level is still stringent concern for teachers. there are some problems i encountered when initially experienced teaching esp. the very first fundamental one was questioning about the material that i used—whether i had implemented what is so--‐called esp teaching materials or not. the next was about my own capacity to teach the subject, i did not feel confident teaching the subject that i was not familiar with or even i was not personally interested, such as english for math and other science classes. although preceded by some learnings and preparations with the help of colleagues and other resources, it still did not significantly work out. albeit, i was that confident to teach subjects that i was interested in, for example, english for psychology, politics, islamic studies, journalism and so on. in a similar strain, institutional constraint and students’ learning needs seem to be my next issue. the institution required teachers to teach english based on students’ discipline, however, students enrolling in esp class came from different background. in regards to this issue, teaching esp in my context can sometimes end up provisioning students with general english. even then, i had no clear answer about how broad esp may be? and how specific esp should be? here is the challenge on how to keep advance students challenged and lower--‐level students motivated take place. it is implied that students’ readiness to receive this program should also be 10 taken into concerns. another issue, esp teachers are often perceived as a threat to subject teacher and the knowledge itself. as the one who only, let say, has expertise in language teaching, esp teachers are seen as not having value to teach the content. for instance, in my case, as a language teacher who once had experience teaching english for islamic studies, the subject teacher tends to have an idea of apprehension, i.e., if the content taught and teaching method used would be liberated and westernized. in fact, english is a language associates to western paradigm. it can be derived from the narration above that the aforementioned factors can shape my esp teacher’ identity. those all are initiated from personal limitations then supported by institutional challenge. teacher b at first, i was worried that i might have limited to prepare the materials in accordance with the major i would be teaching. it is because i had to teach four different majors in one semester. but then, after reading the syllabus, it turned out that the esp was more like general english. so, i found it was not too difficult, i just had to customize a little bit for each major/class. dealing with the students, some students could build good cooperation with me, while some others might not. anyway, i thought it was just normal. it was all depended on their interest in learning english. however, it is really a challenge when i have to teach students from engineering faculty and health faculty. usually, most of them already had good english, and i have to really prepare the materials that closely related to their field, so they could still feel engaged and interested in the learning activity. i think, in my opinion, it would be better for us as an esp lecturer/teacher/instructor to teach in one specific faculty. therefore, we could have enough time to prepare, observe, and research the materials that related to the major of study. because the current policy changes the class every semester, and each semester we could have 5--‐6 different majors. so, it is quite difficult to adjust/prepare the materials in accordance with the class we are currently teaching. teaching esp is fun because we teach the students from various majors, so i could enrich my vocabulary related to the field that normally i might not know about. besides, the responsibility is not too demanding too. so, i could really enjoy teaching esp. as i have stated previously, i think it would be better if the teacher of esp have the same class/faculty. and each semester all esp teachers from that faculty could be gathered together to discuss and share the materials that would be given in the following semester. so, the materials would be not too different from one to another. teacher c several years teaching esp at tertiary level, i found teaching esp is somewhat challenging because i have to deal with both english and the mastery of the technical content (every single department) which i do not have the basic knowledge. in one classroom, i have to deal with mixed--‐ability students that make me hard to design the appropriate material and set the assessment. in addition, lacking of students engagement and motivation is another challenge that i have found. it is hard to create meaningful training content for esp students. also, limited classrooms and inconvenient schedule might affect the students' motivation to learn esp. one thing i like from teaching esp is because it is a pivotal subject that might equip students to compete in the global era. if students master english and their discipline as well, they might be competitive and competent workforce. thus, it leads lead them to be successful persons in the near future. discussion and conclusion given the tenet that esp approach have motivational advantages to english teaching model for adult learners in any context, particularly in asia, implementing esp approach should consider on several pedagogical aspects. are esp teachers ready to teach? have students been aware of esp learning? to succeed implementing this concept, esp teacher training has to be given more emphasized. as teaching esp is a complex task, insufficient provision on teachers’ education will raise an issue to challenge teachers’ identity. as it can be derived from the described theory, there are several issues that may affect esp teachers’ identity. first, it is a strategy necessity to define students’ need and material selection. locating students’ needs for their future career, study, and everyday life success is the gist to esp establishment. accordingly, failing to adapt and construct material based on students’ needs and contexts can also challenge teachers’ credibility. therefore, the notion of embedding material selection is a subject that needs to be taken into account in language teacher education. likewise, esp teachers’ readiness comes as the next issue. are they qualified enough to teach esp? what does it mean to be a qualified esp teacher? the underlying quality for esp teachers is the ability to integrate subject knowledge, use linguistic competence, and apply pedagogical principle. to fulfill the three continuum is in fact a complex duty, but lacking in one of those would arise questions to esp teachers’ standing. as a matter of fact, teacher identity formation occurs upon knowledge construction, meaning-making negotiation, and interaction (evnitskaya, 2011). following that, esp teacher roles also have some issues. for example, esp practitioner as teacher can be unnerving responsibility as their role is no more as the ‘primary knower’. being not well-prepared, esp teacher coming in the classroom can be at 12 risk as students may be more knowledgeable. next is esp practitioner as collaborator. the tenet of teamteaching indeed brings a good sense, but the two teachers—subject and language teacher— may also negotiate their own identities due to different teaching styles and other personality traits. musanti & pence (2010) add that “fundamental to understanding the implications of collaborative practices in teachers’ professional development are the discursive concepts of knowledge and identity” (p.74). additionally, the next issue that would be addressed here is the notion of native divide. english ownership that is still and may always attached to the white teachers has indeed neglected the existence of nns teachers. this situation often occurs in more political interest than pedagogical definition. take, for example, the institution willingness to invite the white teachers along the way from their countries—though their l1 is not english and some does not have teaching degree—to teach esp at a university in asian context. the institution will pay them higher than the local teachers, who have teaching qualification, it is observably designed for the need of attracting more students and rising international exposure. it is implied that nns are perceived as less capable, and this results to threatening the nns value. still, the ns teachers can enjoy the power and status, while the nns cannot (varghese, et. al, 2005). the last issue is related to my personality trait. my personal narration mentioned about the struggle to be what is so called a professional esp teacher. the personal and institutional demand sometimes arise a conflict within identity. a notion of fulfilling stakeholder needs— students and institution is required, meanwhile, i am still in a progress of learning how to teach esp, as a new approach. consequently, teaching esp as a new practitioner, i have to deal a lot with feeling of insecurity, worries, nervousness, and difficulty. it can be said that my esp teacher identity is very much constructed through social process, occurs within institution as legitimate or illegitimate teacher; situated learning, running the obligation to teach esp; and image-text, negotiating relation with my students. in regards to this concern, it is the esp teacher education, linguistic competence, pedagogical principle of identifying students’ needs and giving them encouragement are the ultimate continuum to define a professional esp teacher. to sum up, as esp teacher identity formation mainly relies on their teacher training or education, stakeholder needs to take this feature into real concern. positive or negative 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(2014). what makes a taiwan clil programme highly recommended or not recommended? international journal of bilingual education and bilingualism. vol. 17, no. 4. pp. 394-409. http://dx.doi.org/10.1080/02619768.2016.1138104 http://dx.doi.org/10.5755/j01.sal.0.18.418 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 30 a study on speaking skill activities in ar-rohmah english community program in sma ar-rohmah malang adnin hayatinnufus sdit persatuan islam brebes eden07kawaii@gmail.com abstract ar-rohmah english community is an extracurricular program which provides time and creates opportunity to learn english speaking skill. the aims of this study are to describe kinds of speaking activities used in ar-rohmah english community program in sma ar-rohmah malang, to find out the problems related to teaching and learning english speaking skill activities in aec program and to investigate the solutions for the problems. the use of research design in this study was descriptive qualitative in which the instrument used to get the data were observation, questionnaire and interview. it was presumed as the proper design in order to attain the purpose in overcoming and solving the research problems. this study obtained the data from twenty-four students and two english teachers who were involved in the aec program. after analyzing the data, it is found that english teachers use seven speaking activities in ar-rohmah english community program. those seven activities are free speaking, card game, watching movie, interview, storytelling, science writing presentation and dialogue activities. furthermore, the problems found related to teaching and learning english speaking skill are derived from linguistic and non-linguistic factors. from linguistic factors, it is found that the students face the difficulty on mastering vocabulary, choosing appropriate grammar, lacking of pronunciation experience and not habituated with english. moreover, from non-linguistic factor, they are reluctant to speak in english because they are inhibited, have nothing to say, have low participation and feel ease and safe using mother tongue language. besides, the teachers face the difficulty such as get tired to handle a large class with only two teachers, confused to choose suitable activity, do not remember students’ names, hard to motivate the students to speak in english and lack of preparation time. in addition, other activity which is pandu hidayatullah influences the students’ passion toward aec program. dealing with those problems, the teachers keep creating creative, fun and interesting activity to improve the students’ vocabulary, grammar, pronunciation and familiarized the students with english. by creating regulations, they solve the problems of students’ low motivation to use english hard to push the students using english keywords: language program, speaking activity, problems in teaching and learning english speaking skill introduction in indonesia, english language is considered as the first international language which is taught in the education system. thus, indonesians assume that it is very important language which has been used in various aspects such as development of science, technology, education, business, culture and to establish the relationship with other countries in order to advance the nation. although english is a foreign language for indonesians, it is very interesting to be learned, studied, and used. many experts and teachers have conducted some mailto:eden07kawaii@gmail.com 31 ways to make english easier to be learned and taught. one of those ways is by implementing english language as one of the compulsory subjects in the curriculum, especially for junior and senior high schools. further, since 2006, indonesia has curriculum, school-based curriculum (sbc) or kurikulum tingkat satuan pendidikan (ktsp) as the educational system. referring to national education standards board or badan standar nasional pendidikan (bsnp)’s document of sbc, it focuses on achieving students’ ability in a certain level of literacy such as cognitive ability and/or productive ability both in oral or written texts which is equally realized through four language skills; listening speaking, reading and writing. the level of literacy in senior high school is to achieve informational level in which the students are able to access the knowledge about english using their language skills both oral and written skills because the students are prepared to continue their next education level or university level. since one objective of learning english as a foreign language is to be able to speak and use it in real communication (alexandria, 2015), speaking skill seems to be the most important one in terms of judging students’ effective ability to use the language. it is supported by bailey and savage (as cited in alonso, 2013) who say that speaking in a second or foreign language has often been viewed as the most demanding of the other skills. however, in some cases, some teachers found the difficulty to teach speaking because of some reasons which are the teaching’s skill orientation and limited time allocation. santy (2012) stated that english teaching activity in sma is more only focused on reading and listening skills because these skills are widely tested during national exams. in fact, learning a language should not be oriented in those two skills but all the skills should be given equally. other cases is found by putra (2012) that, “the time allocation for english subject is about 90 minutes each to expose students in four language skills which is obviously minimum for exposure english .” therefore, the students are difficult to speak english. to cope this problem, the school should make a program (extracurricular) as a possible solution to make students learn english outside the regular classroom time in order to overcome their problem in english speaking skill. in sma ar-rohmah malang, the english teachers conduct a language program, named as ar-rohmah english community (aec) program which must be followed by the students. aec is considered as an extracurricular program which aims to give opportunities for the students to develop and express themselves based on their needs, talents, and interests (permendiknas no. 22, 2006:12). the purpose of this extracurricular program is to support the students’ english skills and their career in the future. aec program in sma ar-rohmah malang is a set of activities that is conducted by the english teachers to upgrade and improve students’ speaking skill as its goal. this program is implemented outside the regular classroom time, once a week on saturday. this goal makes the teachers provide a lot of speaking activities such as discussion, speech, drilling vocabulary and storytelling performance. the students are asked to use english as their language communication during the implementation such as asking the question to their friends or teachers, informing their friends and giving responses and comments. the aim of ar-rohmah english community is to provide and increase the practice time using english. the names for this language program could be varied in other schools such as english club, english association, and so on. nevertheless, the goal is all the same: to create english speaking improvement. referring to the previous study conducted by putra (2012), “english club program is a program that school has made to give students more exposure toward english speaking skill. this program is an extracurricular program so students can get more exposure outside the classroom.” by taking into account the entire situation mentioned above, the researcher considered to describe speaking skill activities used in ar-rohmah english community (aec) program in sma ar-rohmah malang, to find out the problems related to teaching and learning english speaking skill in aec, and to investigate the solution of the problems. the results of this study are expected to provide valuable contribution to betterment of the program. speaking skill activities according to bailey (2003: 64), “if you are teaching speaking, it is important to plan activities for small groups or pairs in language classrooms so the learners have a chance to practice these conversational skills without the teacher dominating the discussion.” it means that if the teachers plan to make a speaking activity, they should consider about the students’ chance of speaking. it is better to make students to participate more and be active in the activity of speaking. harmer (2007: 348-352) classifies some of activities which can promote the students to speak: 1. acting from a script there are two activities covered: play script and acting out dialogues. play script activity requires the students to act out scene from plays and/or their course book, 33 sometime filming the results. while in acting out dialogues, students will often act out dialogues from which they have written themselves. 2. communication games the aim of this activity is to get students talking as quickly and fluently as possible. information gap game is an activity which one student has to work in pairs and talk to the partner in order to solve the puzzle. then, television and radio game refers to guessing game in which a student is given the object or thinks about an object and the team member have to find out what the object is by only asking yes/no questions. 3. discussion this activity gives students the opportunity to speak more freely and express themselves. it is helpful to structure a discussion activity by giving learners enough information about what they will be talking about and giving them enough time to think about what they want to say. the activity of discussion can be in the form of survey or questionnaire, instant comment, debates, unplanned discussion and reaching a consensus. 4. prepared talk the teachers have told the students about the next activity and tell them to prepare a performance such as presentation, reporting news, storytelling and speech which have to be performed or presented in front of the class. those activities involve individual work and take a lot of time, while the others listen to their friend’s show 5. simulation and role play when the students do the simulation and role-play (such as a real life encounterbusiness meeting or interview), they need to know exactly what the situation is, and they need to be given enough information about the background but limited because we allow them to be as creative as possible. to add, drama can be considered as the speaking activity which can motivate students to speak. the activity refers to the set up of the play which includes the theater, the hall, the accessories, costumes, music etc (aron, 2011). however, this activity need long time of preparation and be performed in high level of learning. the problems of teaching and learning speaking problem is the difficulty faced by someone. according to sadtono (as cited in nirawati, 2009) there are two factors which can influence learning and teaching english which are linguistic and non-linguistic factors. it will be describe as the following: 1. linguistic factor linguistic factor are factors related to language itself such as grammar, vocabulary, pronunciation and language culture background. it can cause the problem for language users (teachers and learners) to speak and master english speaking skill. a. grammar it is needed to arrange a correct sentence in conversation. the utility of grammar is also to learn the correct way to gain expertise in language, oral or written form b. vocabulary it is defined as the appropriate diction which is used in communication. people cannot effectively communicate or express their ideas both in oral or written form if they do not have sufficient vocabulary. c. pronunciation it is the way the students produce clearer language when they speak. it is concerned with the phonological process that refers to component of a grammar made up of the elements and principles that determine how sounds vary and pattern in a language d. language culture background teaching english in indonesia, specially spoken language teaching can be very difficult. from the history, official status of english has been ‘the first foreign language’, and it is not and will never be a social language or the second official language (musthafa, 2009). indonesians have already been used to interacting and communicating or representing with the first language that is bound with cultural context. thus, they need certain efforts to master english that mostly take place through teaching and learning process. therefore, it is quite difficult to familiarize the students with english 2. non-linguistic factor non-linguistic factors reflect to students, the teachers, methods, materials, time allocation and situation and condition. a. the students the source of problem can be from the students themselves. according to ur (1996:121) there are some factors that make students difficult to speak, namely inhibition (students are worried and fear to make mistake, to be criticized or shy to be noticed), nothing to say (cannot express themselves), low participation (some learners 35 are dominant) and mother tongue use (lack of motivation in result they are more natural to express themselves in their native language) b. the teachers the source of teaching speaking english problem is not only from students but also from teacher. as indonesian english teachers, teaching quality can be influenced by the low educational qualification and lack of english language mastery as well as socio-economic factors (suryanto, 2014). moreover, xu (2001) adds that teaching english can be very tiring because of large participation or classes. the teachers may feel physically weary because of using more energy to speak louder and move while psychologically, they feel intimidation to face a large ‘crowd’ of students c. method this includes various procedures and techniques as part of the teacher’s standard fare. by understanding students’ characteristics, teacher will be able to choose suitable teaching methods or techniques for effectiveness d. material it has important role in teaching and learning process. the material chosen should be selected and suitable with the goals of teaching e. facility facility is important to improve teaching and learning process to be success such as the provided good classroom, complete library, language laboratory, lcd etc f. time allocation the lack of time allocation to teach english is another possible problem which can cause them difficult to develop their skill g. situation and condition situation and condition can affect the opportunity to practice english speaking. the result of monotonous teaching makes students do not have the opportunity to speak and practice because most of the activity in the classroom is teacher-center in which they have over-control of students and activity. also, society influences toward english learning. the learners will be easy to study english, if the people in that society give positive responds or supports research methodology this study uses qualitative as the research design because it is presumed as the most proper design in order to get the answer of the research problems. furthermore, it focuses on describing a specific context and developing the data more broadly, specifically in investigating the speaking skill activities used in ar-rohmah english community (aec) program in sma ar-rohmah malang. moreover, it also aims to find out the problems related to teaching and learning speaking skill in aec program and its solutions. to get the source of data, the researcher has defined the population but it is still difficult for researcher to study large populations. hence, she selects a smaller portion as a sample of the population. to select and choose the samples, the researcher uses simple random sampling as the sampling procedure. according to creswell (2012:143), “in simple random sampling, the researcher selects the participants as the sample so that any individual has an equal probability of being selected from the population.” as the result of taking the sample randomly, there are 3 groups consisting of 24 students. in addition, the researcher decides to use all of the two teachers as the major informants in conducting this speaking program. the reason to choose the samples is that they were involved in aec program where the teachers act as facilitators and the students as members. hence, in collecting the data, the researcher uses multiple methods which are observation, questionnaire, and interview. in observation, the researcher decides to use nonparticipant observation because the samples of this study are the students and the teachers who participate directly and establish the english community program. therefore, the researcher cannot participate to give and establish the program. it aims to get the data about speaking skill activities used in aec program and also the problems in teaching and learning speaking skill from students’ and teachers’ perspectives. in questionnaire, the researcher makes combination between closed-ended and open-ended questions. questionnaires were given to the students in order to get information of their opinion about all the aspects related to speaking skill activities in ar-rohmah english community program such as (1) the speaking activities used in aec; and (2) the students’ problems related to teaching and learning english speaking skill. then, interview is used to confirm the data from observation and questionnaire and also to investigate the solutions of the problems in teaching and learning speaking skill. findings and discussions after gathering and analyzing the data through interview with the teachers on november 16, 2016, the researcher found that aec program was a new language program 37 which focused on speaking skill improvement. the purpose of aec was to provide the students with english environment and chance to speak in english freely through speaking activities (see interview transcript in appendix 3, line 26, p. 64). the teachers created and planned to implement different activities every week. they tried to make interesting and fun activities in order to make students can practice their english speaking. based on the data from observation result, the researcher found that the english teachers of aec used and implemented seven speaking activities and these details are presented as follows: 1. free speaking the teacher comes up with sudden and simple idea to do this activity. she just needs to organize the students by grouping them into pair discussion. then, she chooses the topic which was simple to be thought by the students, ‘what is the important thing in your life’. free speaking activity was described as discussion activity in which the students could talk freely about the topic given and dug the information as many as possible. 2. card game the teachers called this activity as card game which was explained as one of speaking games. the theme picture of the card game was animals and things. the card game was played by pair group in which student a held the 5 pictures and student b chose one of it. student b should not look the chosen picture. instead, she tried to guess what the picture was by placing the backward-picture in her or forehead. she could guess by asking yes/no questions to gather the clues. then, after the clues were gathered, she could state her answer. 3. watching movie this activity was sudden decision because the students complained and did not intend to have speaking activity. the students said they need refreshing and relax activity because they were bored and got stressed from midterm test. hence, they have this activity as relaxing activity. 4. interview this activity has purpose to investigate some people (from aec non-participants can be from students and teachers) to get the information about the identity, feeling about english, problem when speaking english, the solution of the problem, opinion and suggestion for aec. the students have to make their own questions and find the targets. in addition, there were other speaking activities used by the teachers in the implementation of aec program such as storytelling, presentation of scientific work and dialogue. though the researcher did not have chance to observe and obtained the data fully, but she get some of the data from students’ questionnaires and interview result with the teachers. for storytelling activity, the researcher got the data from observation result in the first meeting. it showed that the teachers asked them to tell the story about their family and last vacation. they could present their story by facing the teachers one by one. the teachers made some rubrics to measure their speaking and gave them scores. based on the data from observation and questionnaires, the researcher found the problems related to teaching and learning english speaking skill in aec program. these problems were caused by linguistic and non-linguistic factors. it would be categorized into students’ problems, teachers’ problems and situation and condition problems. each of them was described in the following parts: 1. students’ problems the problems are derived from linguistic and non-linguistic factors. the result of the problems was summarized that the linguistic factor which caused the problems to the students most was grammar. in contrary, vocabulary mastery caused fewer problems. then, from non-linguistic factor, it showed that the students got the most problem from low participation and mother-tongue use aspects while nothing to say aspect was fewer caused the problems. 2. teachers’ problems the result showed that the two teachers faced some difficulties in teaching speaking skill in aec program. first problem, because of the students’ amount and they were only two teachers in aec, sometimes they felt very tired and confused. second, it was so hard to tell the student to speak in english every saturday morning. third problem, they had lack of preparation time to prepare and meet the tutors because both of them had full agenda. fourth, they could not remember the students’ names. to add, from the result of observation, the researcher did not found any problems related to teachers’ linguistic factor. both of the teachers used well enough grammar and clear pronunciation as well as easy dictions. 3. situation and condition the other problem related to situation and condition, before aec program was started, there was an outdoor activity called as pandu hidayatullah which influenced 39 the students’ passion toward aec. the teacher said that this activity was very tiring activity. they felt exhausted when coming to aec and their participation became low, and many of them were not active to speak. in dealing with those problems above, based on the observation result and interview result, the english teachers clarified those problems with these solutions. for dealing with the students’ problem from linguistic factors, the teachers tried to keep creating fun and interesting activities in the future. hence, the students would not feel bored or sleepy. for the students’ non-linguistic factors, the teachers could make evaluation from this research and try to always encourage the students to follow and enjoy the activity in aec. furthermore, the teachers also solved their own problems which were stated in the interview result. for first problem’s solution, they tried to get used to this new program for the next generation of aec. the second solution was they created new regulations for the students or tutors who broke it, would get the punishment. they should ask the apology letter from head master and apology declaration before the public. she said that the hardship to ask the students using and speaking in english was decreased after the teachers created new regulations. third, they would discuss the matter of preparation time with their curriculum teacher by asking extra time to do the preparation with the tutors. and the last solution of the problems, the teacher had asked the students to make a nametag and they should wear it every meeting in aec. for situation and condition problem about outdoor activity influenced aec program, the teacher solved the problem using attractive activity. referring to the findings of this research, the teachers create this community to make an english environment in which the students can freely express themselves and also to provide the chance to speak in english. it is supported by bailey (2003: 64), “if you are teaching speaking, it is important to plan activities for small groups or pairs in language classrooms so the learners have a chance to practice these conversational skills without the teacher dominating the discussion.” in line with harmer’s classification (2007: 348-353) about some of activities which can promote the students including acting from script (dialogue), communication games (card game), discussion (free speaking), prepared talk (storytelling and presentation of scientific work). in dialogue activity, the students were asked to write the short conversation and perform it with their partner. it is supported by harmer (2007) that in acting out dialogues, students will often act out dialogues from which they have written themselves. and the teachers use card game as the communication game. in line with harmer’s explanation (2007) that television and radio game refers to guessing game in which a student is given the object or thinks about an object and the team member have to find out what the object is by only asking yes/no question. though the teachers call it with card game, the description of activity is exactly same with harmer. in term of discussion activity, the teachers name the activity as free speaking in which the students speak freely to dig information as many as possible from the partner. it is in line with harmer’s explanation. and in term of prepared talk activity, the teachers use storytelling and presentation of scientific work. furthermore, the teachers also use interview and watching movie activities. in line with this idea, kayi (2006) says that interview is a good idea that the teacher provides a rubric to students so they know what types of questions they can ask or what path to follow, but students should prepare their own interview questions. conducting interview with people gives the students chance to practice their speaking skill not only in class but also outside and helps them become socialized. in addition, data from students’ questionnaires shows that they like to have activities such as speaking games, refreshing activity and interview. they like speaking games because speaking games from puzzle solving and card game are fun to do and not boring. they can train their vocabulary bank. likewise, refreshing activity which is watching movie is considered as one of ways to learn fun and entertaining english. also, they like interview activity because they never experience an activity like interview in the class before in which they hunt the target and investigate them. it is media for them to try to be brave and confident using english when talking to other people. the students dislike free speaking, dialogue and presentation of scientific work. those activities are considered as the boring and sleepy and take a long time to prepare such as writing the text and performing it besides, from the findings, it shows that there are problems found related to teaching and learning english speaking skill in the implementation of aec program which is viewed from linguistic and non-linguistic factors. based on the research finding from questionnaires, the students have linguistic factor as the problems such as difficulty in vocabulary mastery, using suitable grammar, lacking teaching pronunciation, and not habituated with english. in line with sadtono’s explanation (as cited in nirawati, 2009) that linguistic factor can influence learning and teaching english which causes the problem for language users. moreover, the students face the difficulties from non-linguistic factors which are from themselves such as inhibition, nothing to say, low participation, and mother-tongue use. the problems related to inhibition are the students feel worry and fear of making mistakes when using and speaking in english, and they are ashamed to be noticed when speaking in english. 41 besides, the students’ problems related to nothing to say are they difficult to understand the instruction or topic which was given by the teacher and topic or instruction is too difficult or not interesting and fun. other problems related to low participation are they are sacred to be blamed and criticized if they told their opinion in english and other students were more dominant in aec and being underestimated. last problems related to mother-tongue use are the students did not used to speak in english and they feel strange and ashamed when speaking in good english. those findings support ur’s statement (1996) that students are inhibited (worried and fear making mistake, shy to be noticed), have nothing to say (cannot think anything and express themselves), have low participation (some learners are dominant) and mother-tongue use (feel easier and comfortable to share in mother language). based on interview result with the teachers, the problems from faced are the teachers sometimes are tired and confused to choose the activity. they feel hard to push and encourage the students to speak in english. in addition, they do not have enough time to prepare themselves and activity. also, they cannot remember the students’ names. these cases support xu’s explanation (2001) that teachers may feel exhausted both physically and psychologically and these conditions influence their teaching in large classes. further, from the teachers’ linguistic, there is no problems found. the other problems are found related to non-linguistic factor which is situation and condition. there is outdoor activity before aec program is conducted which makes students tired and exhausted. in line with sadtono’s explanation (as cited in nirawati, 2009) that situation and condition can affect the students’ chance to practice english speaking. though the activity is interesting and fun, the participation is low because other activity disrupts the students’ passion toward english. overall, the teachers’ solutions for the students’ problems are to keep creating fun and interesting activities in the future and try to always encourage the students to follow and enjoy the activity in aec. and also, they try to keep improving themselves from the energy and spirit, and asking some suggestion from other people. conclusion from the findings discussed before, it can be concluded that in ar-rohmah english communicity program, the teachers use speaking activities to improve students’ speaking skill which are free speaking, card game, watching movie, interview, storytelling, presentation of scientific work and dialogue. besides, the problems found related to teaching and learning english speaking skill in aec program come from linguistic and non-linguistic factors. from students’ linguistic factor, the problems are related to limited vocabulary, difficulty in using suitable grammar, lacking of pronunciation experience, and not habituated with english. moreover, the non-linguistic factor, the problems come from the students themselves. they are reluctant to speak english because they are inhibited, have nothing to say, have low participation and feel ease and safe using mother language. on the other hand, from the teachers’ linguistic factor, there is no problem found. however, the problems related to non-linguistic factor come from the teachers themselves. because there are only two teachers to handle the students in aec program, it is hard to deal with the large participants in aec activities. the problems they face are fatigue, confused to choose suitable activity, not remembering well about the student’s names, hard to motivate the students, and lack of preparation time. also, other activity which is followed by the students influences their passion toward aec program. although, the people in society (school and dormitory sections) support aec but the busy schedule for both teachers and students influence aec program. to deal with those problems, the teachers try to give some efforts which are to keep creating creative, fun and interesting activity in order to enhance the students’ opportunity to speak english, improve their speaking skill in vocabulary, grammar, pronunciation and fluency aspects, and encourage them by always giving motivation to use english. the teachers also try to give their best to get used to this new program. because sometimes they feel confused to choose suitable activity, they try to be more open to communicate with the tutors and other teachers to ask for the suggestions. moreover, in order to solve the problem related to the students’ low motivation to use english, the teachers create the regulations to be obeyed by both the tutors and the students who break the rules references alexandria, v.a. 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(2014). extracurricular program for student speaking improvement. nobel journal, 5. retrieved from http://nobel.uinsby.ac.id/index.php/nobel/article/view/17/14 51 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. teaching science using english done by primary school teachers in malang pritha anggiarima universitas negeri malang angieprithamcfly@gmail.com abstract english as a medium of instruction (emi) is relied by many teachers to achieve bilingual education goals. the purpose of teaching any other subjects in english is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. however, there are some challenges when it comes to the practice in young learners. this paper discusses the strategies and problems faced by science teachers in bilingual primary schools in malang. a questionnaire was distributed to all science teachers who were delivering their lesson in english to determine their educational background, strategies, experiences, and obstacles when they were teaching science using english. the researcher also asked them about the textbook they used and the students’ average score in science. as a result, it can be analyzed how successful the teaching of science using english in bilingual primary schools in malang. keywords: teaching science, emi, bilingual primary school introduction the increasing number of bilingual school makes people aware of the importance of english as a medium of instruction (emi). in this era, more parents send their children to international schools to prepare them for the increasingly globalized era. studying in international or bilingual school means some of the lessons are delivered in english, commonly math, science, and local contents such as health education. in indonesia, bilingual education is done in both international schools which are established for expatriates residing in indonesia, and in national plus schools or schools called spk (satuan pendidikan kerjasama—joint education unit?). spk schools are cooperating with international education institutions such as cambridge, international baccalaureate, or high school certificate. therefore, the textbooks used for delivering the lessons are the ones issued by those institutions, and of course they are written in english. to avoid misunderstanding, the following is explanation of the difference between spk school and international school. based on the regulation of minister of education and culture no. 31 of 2014, it is explained that international schools are only for children of foreign diplomatic personnel or schools for one particular nationality. meanwhile, spk schools must also include three compulsory local curriculum subjects, namely citizenship, indonesian and religion, into their curriculum to be given to indonesian students. foreign students studying in spk schools must also be given mailto:angieprithamcfly@gmail.com 52 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. indonesian subjects. in addition, indonesian students from spk schools were also asked to take the national examination in addition to the international based examinations. based on the regulation of the minister of education and culture no. 31 of 2014 concerning in the cooperation and the implementation and management of education by foreign education institutions with indonesian educational institutions, schools that adopt a foreign curriculum must be in the form of a cooperative education unit. the cooperation education unit (spk) is an adjustment from an international school that is organized or managed on the basis of implementation cooperation, or management between foreign educational institutions and indonesian educational institutions on formal or non-formal channels. even though those schools adapt international curriculum and use imported books, those schools are still obligated to conduct examination similar to other schools in indonesia such as computer-based national exam (unbk). based on the information provided in malang education authorities office, spk schools in malang are: bina bangsa school, pj global school, wesley international school, charis national academy, my little island, indonesia interactive standard school (iiss), um laboratory school, brawijaya smart school, and baitul makmur sawojajar school. even though there are several spk schools in malang, not all teachers who are teaching in those schools were participating in this study. there is a reason behind conducting this study. the researcher herself was once a teacher in an international primary school. she has observed her fellow teachers who are teaching science, some of them found difficulty in teaching science using english, therefore she wants to explore more on why they have such problem. she expects that by determining the problems they face and the strategy they use on teaching science using english, a way out to solve the difficulty could be discovered. this paper focuses on how science subject is delivered in english by science teachers in various primary schools in malang. the purpose of writing this paper is to determine the strategies done by the science teachers in delivering the lesson, the obstacles they found on learning science using english and to teach them, the students’ understanding to science materials delivered in english and their learning achievement. methods this research employs survey method. a survey means to answer questions that have been raised, to solve problems that have been posed or observed, to assess needs and set goals, to determine whether or not specificobjectives have been met, to establish baselines against which future comparisonscan be made, to analyze trends across time, and generally, to describe what exists, inwhat amount, and in what context. (isaac & michael, 1997). the researcher constructed twelve questions written in indonesian to be sent to science teachers who were teaching science in international/bilingual primary 53 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. schoosl in malang. the questionnaire was administered through google form and was spread to primary school teachers. below is the questionnaire for the teachers. 1. mention the university where you graduated from and the major you were taking. 2. how many years have you been teaching science? 3. back in your college years, did you join a class prepared to teach in bilingual/international school? 4. if the answer of number 3 is no, how do you learn science materials written in english? 5. what obstacles did you have when learning science materials written in english? 6. what obstacle did you have in the class when delivering science lesson in english to the students? 7. do you also use english in your daily life? 8. what difficulties dostudents have when learning science in english? 9. what strategies do you usein helping students to understand science in english? 10. mention all the textbooks you have used on teaching science using english. 11. among all those books you have used, which one do you like the most? give the reason why? 12. how successful are your students on learning science using english? the researcher spent one month to spread the questionnaire to science teachers, unfortunately she only gained seven responses. findings and discussion for question number one, two respondents graduated from physics education, two respondents graduated from science education, one respondent from biology education, one respondent from japanese education, and one respondent from english department um. for question number two, two teachers answered one year, one teacher answered two years, one teacher answered three years, two teachers have taught for four years, and one teacher has taught for eight years. for question number three, none of them attended a program arranged for teaching science in bilingual program. therefore, on answering question number four, there are these strategies on learning the science materials written in english: translating 54 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. manually, learning by oneself, summarizing the materials and asking the seniors, and learning the textbook. on answering question number five, here are some difficulties the teachers have: understanding the vocabularies and terminologies, how to explain the terminologies to the students, and determining the proper media to teach the materials. many of those teachers stated that there are many definition differences between scientific english and general english, such as the term ‘gaya’ which means ‘force’ in scientific english and it may mean ‘style’ in general english. on answering the question number six, these are the obstacles they found: how to make the vocabularies be understood well by the students, pronunciation awareness, making them understanding the concept, and the students’ educational background. what is meant by educational background here means there are some students who have been accustomed to speak english since they were in kindergarten. some students happen to have expatriate parents, and some have experienced living in foreign country for years. explaining science in indonesian alone has taken efforts, moreover, if it is delivered in english, as the teacher him/herself does not feel confident with his/her english ability. on answering the question number seven, one teacher answered “always” on english-speaking frequency, three teachers answering “often”, and three teachers answering “seldom”. for question number eight, the most problems that the students encounter when learning science in english are on understanding the terminologies. the other problems are understanding the concept of science itself. to overcome the problems, here are the strategies done by the teachers: creating mini dictionary and vocabulary list, giving worksheets, illustrating the difficult words in the real life, using flash cards, using songs, and giving picture aid. there are several textbooks used for teaching science using english, they are: esis, science alive, big science, collins international primary science, gasing, erlangga bilingual, my pals are here, and english chest. there are several reasons why the teachers preferred those books. esis is preferred because of its simple language and good supporting illustration. science alive has simple language and good teaching sequence. cambridge has simple language and ispractical enough to make the students understand the concept of the experiments, and not only memorizing the theory. meanwhile, my pals are here is preferred because of its simple language. however, albeit having those obstacles on teaching, the teachers considered the students achieved quite good results on their learning. most of the respondents stated 55 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. that the students achieved beyond the minimum standard, or beyond 75. the students who got below 75 are those whose english proficiency was not that good. according to haynes (2018), there are several problems of english language learners (ell) on learning science using english,. first is that the vocabulary of science presents a huge difficulty. there are a special set of terms for the student to learn. even simple words that the student may know, could have another meaning in science; material is covered very fast; directions are often multistep and difficult; there are too many concepts explained on each page of a science text; cooperative learning may not fit in with students experiences in learning; visuals may be confusing and difficult to understand; sentence structure is complex and the assive voice is used in textbooks; what was taught in class does not always match the assessment; ells are not used to science labs or equipment; students lack background in scientific method, and there is no standard form of delivery of information. buck (2000) states that there are some strategies in delivering science lessons in english to primary school students, and these have been practiced by the respondents based on their statements in the questionnaire answers. teaching science using english should include visuals that illustrate the subject matter. for example, if the teacher is describing various stages of a plant’s life cycle, they can use pictures to illustrate the seed, the seed developing a root, stem and leaf formation, flower development, and the new seed. these pictures directly relate to the discussion and can be sequenced in a logical order. other basic strategies might be: using the board to draw pictures to support an oral discussion, as well as writing new words such as root and stem; giving step by step direction one at a time when having an actual observation of an object, the students are asked to write down how an object is similar to the others; preparing list of terms on a large paper, and those are of familiar words of the unit. students are encouraged to check this list everytime they forgot the terms; rephrasing unclear statements in simpler statements, relate them to the students’ real life. such as, “there are plant parts that we cannot see because they are buried in the dirt.” “these plant parts can grow new parts that come above the dirt.” “we can then see these new parts.”); other strategies include giving summaries of what has been taught without waiting to review until one chapter is finished and an exam is to be given the next day. review the concept with the students and check the understanding; if possible, an assistance of a native speaker and a nonnative english speaker would do; giving various instructional delivery (using picture books, hands-on activities, demonstrations, and group discussions.); encourage parent participation in classroom activities. the researcher herself has experienced having students whose parents are proficient in english and have experienced living abroad, therefore collaborating with parents to give english inputs to the students during science lesson will do good on them; involving students in peer instruction and connect to students’ out-of-school experiences that relates with the 56 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. chapter they are dealing with, hands-on science activities allow students to follow along without having to solely depend on the spoken word. however, make sure the activity directly relates to the concept being taught, and be aware of possible misconceptions that may occur to students who are relying on the activity to illustrate the concept. there are some learning strategies proposed by buck (2000) which can be adapted on teaching science using english to primary school students. teachers should consider the prior knowledge schemata, encouraging the students to generate questions, doing scaffolding by giving the students complete examples and demonstration. if they are well equipped with hands-on experiences, they will need less support; summarizing is also needed. once the teacher has completed a concept, the students should summarize what they learned. this allows them to work for understanding throughout the unit(chamot, 1999). in fact, some universities in malang has offered b.a. program in science teaching. they offer some courses to prepare their graduates to teach science using english. for example, b.a. program in science teaching (s1 pendidikan ipa) in universitas negeri malang offers a course named english for science teaching which is targeted to analyze and translate english texts relating to science, and to equip them with sufficient vocabulary bank on science field as a basis to learn more about science and to teach it later. teachers who graduate from this program can share their knowledge to the colleagues who did not take this course when they were in college. also, some of the bilingual/international schools usually have a cooperation with foreign book publishers. the researcher herself she was several times sent to trainings and seminars held by some book publishers. the training was held once in a semester. usually, the book publishers invite experts and also the textbook authors. not only was a plenary talk on teaching science using english given, but also small-group sessions to discuss more about teaching science using english and a small practice session to train some skills in teaching english using science. after the training, the teacher can share the training materials to other science teachers. conclusion and suggestions it is concluded that not many teachers still have obstacles in teaching science using english in primary school, and it is caused by the teachers’ english proficiency itself. however, even though they are not graduated from the program that prepared them to teach in bilingual school, this can be solved. to anticipate that, it is suggested that the school should provide regular trainings to strengthen the science teachers’ skills either in english terminologies mastery and also the science knowledge itself. besides that, those aforementioned strategies mentioned by buck can also be practiced on teaching science using english 57 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. for the students, besides being aided by a fully-illustrated and children-friendly textbooks on science written in english, they are also encouraged to explore more on their surroundings because science deals with their daily life. they should be active and cooperative on doing the experiments so that hands-on experiences will help them understand science more. references buck, gayle a., "teaching science to english-as-second-language learners: teaching, learning, and assessment strategies for elementary esl students" (2000). faculty publications: department of teaching, learning and teacher education. chamot. a.u. and o’malley, j.m. (1994). the calla handbook: implementing the cognitive academic language learning approach. new york: addisonwesley dearden, julie (2014). english as a medium of instruction – a growing global phenomenon. the british council haagen-schützenhöfer, claudia & mathelitsch, leopold. (2003). english as a medium of instruction in teaching physics. 79-88. haynes, j. (2018). challenges for ells in content area learning. teaching community (online), http://teaching.monster.com/benefits/articles/6307challenges-for-ells-in-content-area-learning, accessed on 10 nov 2018. hernandez-nanclares (2015), english as a medium of instruction: evidence for language and content targets in bilingual education in economics. international journal of bilingual education and isaac, s., & michael, w. b. (1997). handbook in research and evaluation: a collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences. (3rd ed.). san diego: educational and industrial testing services. ministry of education and culture of indonesia (2014). the regulation of minister of education and culture no. 31 of 2014. (online) https://kelembagaan.ristekdikti.go.id/wpcontent/uploads/2016/11/permen_tahun2014_nomor031-1.pdf, accessed on 24 june 2019. http://teaching.monster.com/benefits/articles/6307-challenges-for-ells-in-content-area-learning http://teaching.monster.com/benefits/articles/6307-challenges-for-ells-in-content-area-learning https://kelembagaan.ristekdikti.go.id/wp-content/uploads/2016/11/permen_tahun2014_nomor031-1.pdf https://kelembagaan.ristekdikti.go.id/wp-content/uploads/2016/11/permen_tahun2014_nomor031-1.pdf 58 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. students’ perception on the use of mind mapping application software in learning writing rahmad fadillah 1 pondok pesantren anshor al sunnah riau. 1 ; rahmadfadillah94@gmail.com abstract the aim of this research is to investigate the students’ perception on the use of mind mapping in learning writing. mixed method was employed to describe the students’ perception on the use of mind mapping in learning writing and the advantages and disadvantages of mind mapping in learning writing. the researcher took class b who joined writing iv class in academic years 2014 as the research subjects. this research used questionnaire and interview as the instruments for collecting the data. moreover, the research findings showed that there were positive and negative perception on the use of mind mapping in learning writing. the majority of the students had positive perception on the use of mind mapping in learning writing and they perceived that mind mapping is an effective way to help them to organize the ideas in learning writing. furthermore, the use of mind mapping in learning writing gives three advantages, namely: (1) mind mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. the findings also showed two disadvantages, namely: (1) mind mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a mind mapping. keyword: perception, learning writing, mind mapping. introduction english is the most commonly used language to communicate and also to interact with people around the world when they come to different countries. thus, by learning english, the learners have many opportunities to compete in every country in the world which is useful before and after graduating from university. according to adelabu (2013), because english can be understood and spoken by most people around the world, students should learn english well. furthermore, it is commonly known that writing is one of the language skills that also must be taught at university. writing has been widely regarded as a crucially essential skill in the teaching and learning of english. harmer (1998) stated that writing is important because it is a basic language skill that should be mastered by the students. the importance of writing skill can be seen not only on students’ academic performance but also in the job opportunities. another fact is stated by muslim (2014) who stated that in learning process, the students who have good writing skill got higher score then who are unskilled. therefore, writing should be taught, learned, and practiced in the beginning of learning. in other words, writing should get more attention mailto:rahmadfadillah94@gmail.com 59 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. in the teaching and learning of english in order to prepare the learners to deal with the real communicative life situation. it was supported by kuihara, hawken and graham (2009) who claims that writing is an important tool for educational, occupational and social success. writing is one of productive skill which is the most difficult for the learners. it becomes difficult especially in writing for a second and foreign language. therefore, there are varieties of problems and difficulties in the learning of writing faced by the students. a previous study about the english writing proficiency at academic level conducted by miftah (2010) found that many students did not know how to generate and organize some ideas for writing a topic. it is supported by kusmiana (2013) who found that many students had limited ideas to develop a topic for their composition. mind mapping is one of popular strategy which is developed by tony buzan. the student’s need a strategy to help them in the learning writing process. the strategy is also needed to improve and develop students’ idea in learning writing. mind mapping strategy makes the students’ easy to find new ideas. it is found by miftah (2010) who stated that, “by implementing mind mapping with the proper models developed, the students’ ability in writing descriptive text improves”. besides, nurlaila (2013) also studied about mind mapping in the learning of writing. she found that mind mapping was successful to improve the students’ vocabulary and creativity to organize sentences and ideas in the learning of writing. moreover, mahmud, rawshon, and rahman (2011) found that the use of mind mapping for academic writing at university enhanced the learning of writing and could generate the ideas. in other words, mind mapping is an important way to generate and improve the idea in learning writing skill at university. therefore, this research would like to investigate students’ perception on the use of mind mapping application software in learning writing; and to describe the advantages and disadvantages of using mind mapping application software in learning writing. in short there are numerous of research questions, as follows; method the design of the research was mixed method. quantitative analisis used to investigate the students’ perception on the use of mind mapping application software in learning writing. while the qualitative analysis is applied to describe the advantages and disadvantages on the use of mind mapping application software in learning writing. in order to collect the data, the researcher used questionnaire and interview as the technique. in addition, the researcher employed two instruments. they were questionnaire and interview guide. in this research, the subjects of the study were students’ in class b who joined writing 4 in academic year 2014 at english language education department in a university in malang, east java. they were selected as the research subject because the class used mind mapping application software in learning writing. 60 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. findings and discussion findings the researcher presents the findings of this study. it was about (1) the students’ perception on the use of mind mapping application software, (2) the advantages and (3) the disadvantages of using mind mapping application software used by the teacher in learning writing. students’ perception on using mind mapping application software in learning writing based on the result of the data analysis, it was found that there was positive and negative perception on the use of mind mapping application software in learning writing. table 3 students perception it was found that out of 23 students, 21 students (93%) had positive perception on the use of mind mapping application software in learning writing. on the other hand, there were 2 students (7%) had negative perception on the use of mind mapping application software. thus, the majority of the students (93%) asserted that the use of mind mapping application software in learning writing was very good for them and helped them in learning writing. the advantages on using mind mapping application software in learning writing based on the result of data analysis, it was found that the first advantage of mind mapping application software was easy to use in learning writing. this finding is supported by the respondents who stated that mind mapping eased the students to think and organize their ideas before writing something. moreover, mind mapping made the students’ writing more well-structured. 0% 20% 40% 60% 80% 100% positive perception negative perception 61 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. “it makes me more easier and more make my writing little bit challenging because even though the topic is hard i can organize the idea easier” (r 3/l42, r4/l13, r5/l11) the second advantage of mind mapping application software was that it facilitated students develop or organize their idea. this was because mind mapping led the students to arrange their ideas in more detail. besides, the respondents stated that mind mapping helped them organize the ideas and know the steps where they should start their writing. in addition, developing or organizing the ideas could make their writing coherent. “it helps me in learning of writing and i think with mind mapping we can enjoy and more easily to make a paragraph” (r2/l13). “it makes me to be creative because forces me to arrange the idea and also force me to arrange more detail of idea” (r3/l43). the last advantage of using mind mapping application software was that it helped the students remember better about the ideas. for example, before the students started to write, they should make the centre of the topic and put the ideas into the right branches. when the students forget some ideas that should be written on their paper, mind mapping could help them remember the ideas; in other words, it also became a good reminder for them. “if we write something which is come to our brain we often get lost and forget what we want to write. by looking again (to mind mapping), the first point is this, it will be become good reminder for us to writing again (r4/l23).” the disadvantages on using mind mapping application software in learning writing based on the result of data analysis, it was found that the first disadvantage of mind mapping application software was that it took a longer time for the students to finish their writing. this finding was supported by the respondents who thought that mind mapping application software used by the teacher took a longer time in organizing and finding an effective keyword. this was because it more complicated for the students. for example, when the students wanted to put or add some ideas, they should drag the mouse to the other side, then they added into branches, it makes the students’ take longer time. “the disadvantage of mind mapping i think we take a long time around one hours or more to think the idea and also to make a mind mapping (r2/l35, r3/l37, r4/49).” the other disadvantage, the use of mind mapping application software needs computer access which makes the students feel complicated. for example, when the students want to create mind mapping, automatically they needed computer access that had already installed the mind mapping application software to open and to create it. 62 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. “when i want to open the mind map, but i don’t have the software mind mapping then i cannot access the mind mapping. so that i have to open to laptop that already installed the software (r4/43).” discussion the research finding proved that the 6 th semester students in b class of writing had positive perception toward the used of mind mapping application software in learning writing. the most of the students answered strongly agree and agree on using mind mapping application software in learning writing. in other words, the students perceive that mind mapping help them in learning writing. this finding in line with irwanto (2002) stated that positive perception is perception that describes all information and respond object that perceived positively. then, the students that answered disagree which means they had negative perception on the use of mind mapping application software in learning writing. the finding in line with irwanto (2002) stated that negative perception is perception that describes all information negatively or not suitable with the object that perceived. related to the answer of the students, it showed that mind mapping gave some advantages for the students’. this proved by the good answer from the students about the use of mind mapping application software. firstly, mind mapping application software eased the students to think and organize their ideas before writing something. secondly, it facilitated the students to develop their idea. thirdly, it helped the students remember better about the ideas or became good reminder when the students forget about their ideas. the findings above were in line with buzan (2005) stated that mind mapping gives the advantages to the user in remembering better on something, making batter notes, arise with brilliant ideas, organize our thinking and have more fun in learning process. in addition, murley (2007) also stated that mind mapping has several advantages, they are; the design keeps the main topic, the connection of the main topic and sub topic easy to see in the mind mapping, it encourages creativity, easier to understand, and increase productivity in learning. therefore, mind mapping gave many advantages to the students in learning process. the next discussion was about the disadvantages on the use of mind mapping application software in learning writing. based on the finding, the most of the students’ stated creating mind mapping took a longer time because they should think the ideas and write down the ideas into branches in which the ideas should be related to the main topic. the disadvantage above was relevant with previous study which conducted by nurlaila (2013) when the students create a mind mapping, they need a longer time to finish their writing because, their more focused on write down the ideas to their maps instead of focus on their structure of writing. 63 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the next disadvantage based on the finding was the students’ thought the used of mind mapping application software needed computer access to create and open mind mapping which makes the students little bit complicated to used it. this finding in line with tucker, amstrong and massad (2010) stated that disadvantages of using mind mapping application software are always requires computer access and restricted incompatibility format. conclusions and suggestion the researcher drew the conclusion based on the research findings. the first finding was related to the first research problem about the students’ perception on the use of mind mapping application software in learning writing. then, the second and third findings were related to the advantages and disadvantages on the use of mind mapping application software in learning writing. according to the students’ perception on the use of mind mapping application software, there were positive and negative perception on the use of mind mapping application software in learning writing. meanwhile, the majority of the students had positive perception on the use of mind mapping application software in learning writing and they perceived that mind mapping application software is an effective tool to help them to organize the ideas in learning writing. in addition, the use of mind mapping application software in learning writing gave three advantages, namely; (1) mind mapping application software eased the students to organize their ideas before writing something; (2) it facilitated the students to develop their ideas; and (3) it helped the students remember better about the ideas. on the contrary, mind mapping application software also gave two disadvantages in learning writing. the disadvantages were: (1) it took longer time to create and organize the ideas; and (2) it needed computer access to create mind mapping. references adelabu, b. (2013). constraints of english language teaching and learning in benue state secondary schools. international journal of innovative research and development., 396-401. arikunto, s. (2013). procedur penilitian: suatu pendekatan praktik. jakarta : rineka cipta. ary, d., jacob, sorensen, & razavieh. (2010). introduction to research in education. canada: wadsworth cangage learning. 64 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. brown, h. d. (2000). teaching by principles: an interactive approach to language pedagogy. california: pearson education. buzan, t. (2005). mind maps for kids: an introduction the shortcut to success at school. united kingdom: thorsons. buzan, t. (2012). the ultimate book of mind maps: unlock your creativity, boost your memory, change your life. united kingdom: harper collins. hallen, d., & sangeetha, n. (2015). effectiveness of mind mapping in english teaching among viii standard students. i-manager’s journal on english language teaching, 4550. harmer, j. (1998). how to teach english: an introduction to the practice of english language teaching. england: longman. irwanto. (2002). psikologi umum. jakarta: pt. prenhallindo kuihara, s. a., hawken, l. s., & graham, s. (2009). teaching writing to high school students: a national survey. journal of education psychology, 136-160. kusmiana, l. (2013). guided writing activities in teaching writing to seventh grade students of mtsn watulimo trenggalek. lingua scientia, 191-198. mahmud, i., rawshon, s., & rahman, m. j. (2011). mind map for academic writing: a tool to facilitate university level student. international journal of educational science and research, 2130. . miftah, z. m. (2010). improving the tenth-year students writing ability at ma mambaus sholihin gresik through mind mapping. lingua jurnal ilmu bahasa dan sastra, 178-181. murley, d. (2007). mind mapping complex information. law library journal, pp. 175-183. muslim, i. m. (2014). helping efl students improve their writing. international journal of humanities and social science, 105-112. nurlaila, a. p. (2013). the use of mind mapping technique in writing descriptive text. journal of english and education, 9-15. tucker, m. j., armstrong, g., & massad, v. (2010). profiling a mind map user: a descriptive appraisal. journal of instructional pedagogies, 1-13. 45 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 the analysis of semantic and pragmatic context in toefl test simulation on listening section rakha setyawan 1 , triastama wiraatmaja 2 english language education department, faculty of teacher training and education university of muhammadiyah malang email: raakhasetyawan@gmail.com abstract sociolinguistics aspects such as semantic and pragmatic affect language user in every situation. those two contexts even exist in a proficiency test to become the test foundation. this research was conducted to identify the semantic and pragmatic contexts in toefl test simulation on the listening section. the researcher applied a qualitative descriptive approach to this research, and document analysis and the researcher as the instrument. the object of this research was top no 1 toefl simulation published by forum tentor indonesia. the result reveals that there are several types of semantic and pragmatic context found in the test simulation. the semantic contexts found in 8 questions from the 30 questions analyzed. the types of semantic contexts which were found namely; meaning, semantic feature, and semantic roles. moreover, the semantic type that mostly occurred is semantic roles (4 questions), then followed by semantic feature (2 questions) and meaning (2 questions). however, the pragmatic context quantities are found more than the semantic context. from the 30 analyzed questions, the pragmatic contexts found are 40 questions, it happens because one test item can have more than one type of pragmatic. also, the reference type in pragmatic occurred in most questions because the narrator on the listening passage uses referencing (nature of reference) to make the question. the type of pragmatic context found namely; context, politeness, reference, and speech act. the type of pragmatic context which is mostly occurred is reference (25 questions). keywords :semantic, pragmatic, toefl test, listening introduction sociolinguistics aspects affect the language user in every context. as a social person, we tend to deliver a communication when we meet someone, it could be about whether, a simple question about how was their day, or rather just single hello (trudgil, 2000). language and society cannot be separated as trudgil (2000) mentioned language is the ‘bridge’ in making people into relation. there are many communication acts that we used related to its sociolinguistics term, an example of the contexts which mostly we used daily is semantic and pragmatic. yule (2010) in his book “the study of langue” explains the meaning of semantic and pragmatic. semantic is the recognition of words meaning and pragmatic is recognition of words meaning or speaker meaning in their utterance, thus pragmatic reviews in the study of hidden meaning context. the pragmatic theories also justified before yule’s concept by leech (1983) he suggests pragmatic is the study of meaning in the situation that happens with systematic pattern and rule to discover particular languages preference in situational meaning. meanwhile mailto:raakhasetyawan@gmail.com 46 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 the meaning of semantic according to yule (2010), “semantics is the study of the meaning of words, phrases, and sentences. in the semantic analysis, there is always an attempt to focus on what the words conventionally mean, rather than on what a speaker might want the words to mean on a particular occasion”. derived from the explanation, it proved in learning of the language or when the language applied, we should also consider the existent of semantic and pragmatic. language users are expected to understand those two in order to fully mastering advanced language use, they should know to find the meaning behind it otherwise the language will not communicative. jong (2002) states the requirement of language learner to fully achieved pragmatic competent, they should develop the ability to perform speech acts, express and construe non-literal meaning, also bring discourse and politeness function for knowledge related to cultural aspect. it will be the same as semantic in the term of its application as it is easier to comprehend than pragmatic. when the one has already achieved the aspects, and combine with their language ability we can measure how great they are with language test. the language test is credential accepted to determine language ability as long as the purpose met and choosing appropriate tests (mcnamara, 2010). toefl is one of standard language proficiency test which its fame increases along with the l2 english learner numbers, through the years this test is determined to score english user ability and to take this test also a must in the certain application. the researcher in this paper will contribute about analysis of semantic and pragmatic content that inserted as the element of the question, it is in purpose to create authenticity in test, as such the test taker should be listening to native speakers speak in those two situational in real life and so test maker really considered authenticity of response (mcnamara, 2010). however, it is different with several previous studies, namely “an investigation into pragmatic knowledge in reading section of tolimo, toefl, and ielts examinations” and “pragmatic comprehension of high and low-level language learners”. the significant identical point is they do not mention the basic way how to identify a test item is considered as semantic and pragmatic test. they only focused on how to assess semantic and pragmatic in proficiency test only with the students score as the variables. it is an interesting point and lead researcher concerning to conduct a research in this point of view sociolinguistics aspect in term of semantic and pragmatic sense. in this case the test taker, whether the use of semantic and pragmatic somehow will be confused and feel hardship in the proficiency especially they are not familiar with those aspects. therefore, the researcher aims to create a new knowledge to introduces the problem solving of theirs confuses, this research could an insight for test taker before going into test. also, the reason why only toefl test other than proficiency test i.e. ielt, toeic or etc. is being analyzed in this is because of researcher capability on focusing one proficiency test only. it will be too difficult describe every proficiency test in a single research with sociolinguistic variable too. also, toefl along with ielt which are the final score of those tests are mostly asked in some requirement. according to global statistics over 2.2 million ielts test are 47 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 taken every time. the same amount of numbers estimated same with the toefl test taker regarding these two tests are the most test that accepted in many countries. semantic yule (2010) in his book the study of language explains the semantic meaning which is the recognition of words meaning. in more broad meaning, semantic covers a study of words, phrases, and sentence. katz (1972: 1) states, semantics is a study of meaning in which sentence and other linguistics object express are its concern, not with the arrangement with their syntactic parts or with their pronunciation.”semantic has been a long study. it is believed the semantic term was introduced at the end of the 19th century. semantics originates by etymology from greek word semantikos which means ‘significant’; semainein means ‘to show, signify’ or ‘indicated by sign’; from sema means ‘sign’. there are several semantic content described in yule (2010) book studyoflanguage, he categorized the type of semantic in specific based on the situation to select which language into the term meaning, semanticfeatures, semanticroles, lexicalrelation, and collocation meaning meaning in semantic categories into two; conceptual meaning and associative meaning. conceptual meaning is a meaning for describing or explaining by the literal basic diction use of a word. as an example, the english word ‘needle’ that can create a concept of “thin, sharp, steel object’. however, different with associative meaning, the word ‘needle’ might interpret it with “pain,” or “illness,” or “blood,” or “drugs,” or “thread,” or “knitting,” or “hard to find” (idiom for finding needle in the haystack). these associations can differ from a person to another. semantic feature semantic features tend to explain the oddness of semantic. for example the sentence ‘the hamburger ate the boy’. by the syntactic structure, those sentences are correct but semantically weird. we can see into the problem hamburger is not capable of ‘eating’ property like the boy although both of them are the noun. we can make this applicable by trying to identify the feature that any noun supposed to have in order used the ate verb. that feature may be known as “animate being”. in here as the example, the animate being is the boy who eats inanimate being which the hamburger is. semantic roles semantic rolesexplains the agent or theme, or instrument and experiencer in a sentence. it can be seen in the word ‘they boy kick the ball’. in here the agent is the boy who has an act and the ball as the theme because it is affected by the action. the noun phrases in the sentence describe the roles of entities, such as people and things, involved in the action.it is not necessary to be always a living thing to be the agent, because inanimate object like wind can also become an agent with the example the wind throws the leaf.instrument and experiencer in the other hand have a different 48 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 meaning.something that been used by the agent to do an act is an instrument, example; the boy cut the paper with the knife and draw with a crayon, those knife and crayon are the instruments. meanwhile, the experiencer is a noun phrase is used to designate an entity as the person who has a feeling, perception or state. lexical relation this content explains several things such as synonymy, antonymy, and hyponymy. synonyms are two or more words with very closely meanings, the example is: almost/nearly, big/large, broad/wide, buy/purchase, and etc. antonyms are two forms with opposite meanings, the examples are: alive/dead, big/small, fast/slow, and etc. hyponyms happen when the meaning of one form is included in the meaning of another, the example is animal/dog, dog/poodle, vegetable/carrot, flower/rose, and etc. there is a term such as characteristic instancethat explains about prototype. penguin and dove are birds but in the term to have close resemble, pigeon and dove have closer resemble than, pigeon to penguin becausethe ‘shape’ are alike, the feather, or their ability to fly. homophones are two or more different written forms that have the same pronunciation, example meat/meet, flour/ flower, pail/pale, and etc. meanwhile, homonyms are one form has two or more unrelated meanings, the example is the bank (of a river) – bank (financial institution) and bat (flying creature) – bat (used in sports). polysemy is one form, either spoken or written form, having multiple meanings that are all related by extension, example: the word head, use to refer to the object on top of your body, cover on top of a glass of beer, and it can clarifies the person at the top of a company or department, and many other things. using one of the words to refer to the other is called metonymy, example: king/crown, the president/the white house. collocation collocation is a word that seemingly occurred together. for the example, the hammer will say it paired with the nail. table with a chair and butter elicits bread, needle elicits thread and salt elicits with pepper pragmatic pragmatic is a study of ‘not shown’ meaning of a language(yule, 2010). leech (1983) also explains pragmatic is the study of meaning in the situation that occurs in chronological pattern and rule to discover a particular language preference in situational meaning.it also argued by van dijk (1977), how to comprehend pragmatic is unique from another linguistics comprehension because it needs contextual information, interlocutor role play statues, the physical setting of the conversation, and types of context that probably has the occurrence of the communicative act. in many ways, pragmatic do a study about ‘hidden’ meaning, or how we identify what is the meaning even when it is not written or spoken. as same as the content of semantics, pragmatic also described in yule (2010) in his book study of language, he categorized the content of pragmatic in specific based on the situation to select which language into the term context, reference, speechact, and politeness. context there are different kinds of context; linguisticcontext is the set of other words used in the same phrase or sentence and physicalcontext is to make us know how to interpret 49 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 the words. linguisticscontext constitutes the meaning of a word according to its use, in the example of ‘head’, these two sentences will have different meaning; he was ahead of me in grades and i have to go to head office. the physical context in example if we see a word restaurant in a building, as obviously, we can assume its place for having meals. in context, there is also deixis. deixis means pointing via language. persondeixis uses to point the things and people; spatialdeixis uses to point a location; temporaldeixis uses to point a time. reference reference is an act by which a speaker uses a language to enable a listener to identify something. the key process of naming something associated with things to refer people is called inference. as an example, we can make a reference name like jennifer to my friend but reference is too abroad and we can assume the name jennifer in the world is only that friend of us. in here there is anaphora and presumption. anaphora explains the “referring back” as an example a wild kitten run into my kitchen, then that cat spoiled my soup. the kitten changed into cat but did not become a different object. then, presumption is the speakers assume is true or known by a listener. to be clear, an example of presumption is “ben, how are your children?” there are two assumptions from the passage at first ben is a father and already had family second ben has more than one child. of course, it was not mentioned in the question but because of the small information we try to assume as much information as we can. speech act speech act uses to describe an action such as “requesting”, “commending”, “questioning”, or “informing”. direct speech act happens when an interrogative structure is used with the function of question, in example ‘can you close the door?’.indirect speech act happens when we are using syntactic structure associated with the function of a question, but in this case without the function of request, in example ‘you forget to shut the door’ in a case when somebody just enter the room and let the door open, as such you indirectly order them to close the door. politeness politeness can be defined as showing awareness and consideration of another person’s ‘face’. if you say something that represents a threat to another person’s selfimage that is called face threatening act (give that book!), meanwhile whenever you say something that lessens the possible threat to another’s face it is called face-saving act (could you give me that book?). negative face is the need to be independent and free from imposition, meanwhile positive faceis the need to be connected. in yule (2010) “so, a face-saving act that emphasizes a person’s negative face will show concern about imposition (i’m sorry to bother you…; i know you’re busy, but…). a face-saving act that emphasizes a person’s positive face will show solidarity and draw attention to a common goal (let’s do this together…; you and i have the same problem, so…). toefl proficiency test testing is a universal feature of social life” mcnamara (2010). in general, the test has many purposes and design, the purposes, and its design will affect the name of test i.e. drug test, dna test, paternity test, lie detection tests. the example which is dna test has a purpose to identify the dna pattern and the structure. therefore, basically with the term of language test, the test is purposely designed to elicit the language 50 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 ability from language learner. toefl or was officially published in 1964 and then it has become one trustworthy english proficiency test. at the first time, the toefl test type was known as pbt (paper based test). however, due to the progression of time and technology the type changed into toefl cbt (computer based test) and then latest type toefl ibt (internet based test). on their website states toefl test measures the non-native english speaker in how they use or understand the language, as they spoke, heard, written, and read. the toefl test is the most widely respected english-language test in the world, recognized by more than 10,000 colleges, universities and agencies in more than 130 countries, including australia, canada, the u.k., and the united states method the researcher analyzed on test items from toefl on listening section in which the researcher tried to analyze the semantic and pragmatic content. . each ofthe items will be described fully to see whether it is a semantic or pragmatic question based. by following to the condition the researcher chose a qualitative research approach for this research. the statement is supported by ary. et. al (2010) qualitative researchers are looking forward to understanding the phenomenon by focusing on the total picture rather than breaking it down into variables. the goal of qualitative is a holistic picture and depth of understanding rather than a numeric analysis of data. due to the original toef test cannot be obtained unless from the authority here the research analyzed toefl simulation book with the title top no 1 toefl simulation published by forum tentor indonesia in 2015. the book consists of several lesson, tricks, guide, and exercise to help students or test taker solving toefl easily, the book also included cd for audio listening section. this book provides a compilation of test items from pbt/ibt/cbt++acept which are given in the try out exercise that has 3 sections; listening, structure and written expression, and reading but the researcher will focus only the on the listening section. procedure first the researcher is collecting the top no 1 toefl simulation book which was on sale in the bookstore, due to the original toefl test were not accessible by the nonauthority, here the researcher will use the try out toefl book. this book is suitable for this research too because it has an audio test provided that match the research objective. then, the researcher selects several test items on the listening part. this book has two parts of try out in which every part has one listening section. furthermore the procedure continue on accumulating all test items from each try-out sections, therefore the total number is 30 questions to be analyzed. the data that were collected will be then analyzed. in analyzing the data, the researcher described in three stages as follows: a. creating table in this stage, the researcher creates a table to put the data and matching which test items that suit the pragmatic and semantic theory concept from yule (2010) study of language book. the table can be seen as follows: 51 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 table 1. table analysis of semantic and pragmatic context no question type of pragmatic context type of semantic context note 1 example question from section a pragmatic type …. the narrator uses politeness in the conversation 2 example question from section b semantic type…. the question is referring the job from speaker a b. coding and reducing coding and reducing are the other ways to analyze the data. in the process of coding and reducing, the researcher had some steps, firstly, the researcher breaks down the data which question is pragmatic, semantic or none of them. after that, the researcher identified which test item has the answer that is fit the research objective. c. interpreting and representing in this step, the researcher interpreted the classified data by narrative description and interpretation. the researcher will also take the result to make it convenient to the expert. findings semantic context found on listening section in toefl try out simulation. among 30 questions that were analyzed, the researcher found several contexts of semantic in the listening section of try out toefl simulation. those contexts are meaning, semantic feature, and semantic roles. furthermore, the occurrences of the semantic type in the listening section is described as follows: table 2. types of semantic context found on listening section based on the table above from 30 test items analyzed on both appendix i and ii, semantic context found were 8 in total. in the appendix i (try out 1), 4 test items were categorized as semantic type. the following type that were spotted namely; meaning (in types of semantic context appendix i (try out 1) appendix ii (try out 2) total meaning found in question number 4 and 5 2 semantic feature found in question number 1 found in question number 2 2 semantic roles found in question number 13 found in question number 1, 2, 9 4 52 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 question number 4 and 5 in appendix 1), semantic feature (in question number 1 on appendix i and question number 2 in appendix ii), and semantic roles (in question number 13 in appendix i and in question number 1, 2, and 9 in appendix ii). the type of semantic context that mostly occurred is semantic roles (4 questions), followed by semantic feature (2 questions) and meaning (2 questions). meaning found on listening section in toefl try out simulation the next type of semantic context found is meaning which occurred in question number 12 and 15 in the appendix i. those test items can be categorized to be a meaning because they showed a conceptual meaning in which leads into a new concept or ideas to the audience. in the example question number 12, the woman on the passage asked ‘why do polar bears have thick fur?’ then the man narration was answering that by said ‘because they live in cold place’ (see appendix i, second page). the phrase of the man is a response to the idea that the purpose of thick fur on the polar bear is because due to their habitat on a cold place, indirectly tells to general ideas that some animal in cold place has fur to keep them warm without giving that statement on the passage. this type of question will generate the audience to comprehend the whole passage. the answers option for number 12 also giving a hint to the meaning of the question passage. in option a (see appendix i, page 2), which is the correct answer, it connects to ideas that the whole narration is talking about the fur on polar bear as protection from the cold. semantic feature found on listening section in toefl try out simulation semantic feature occurred in question number 3 in appendix i and number 8 in appendix ii. the reason behind those test items is categorized as semantic feature because it has an unfamiliar wording. the bolded sentence as in number 3 in appendix i ‘would you give me a hand?’ (see appendix i, first page) containing a meaning in which the sentence is grammatically correct but the meaning is ‘odd’ or semantically (meaning) weird. semantic feature is a type that tends to explain the oddness of semantic. therefore, we cannot directly jump into the meaning of the bolded sentence. the direct meaning of ‘gives me a hand’ is a phrase that is not as someone would give the limb of their body part rather than it is a different call for help. this condition is being explained in semantic feature where certain words or sentence cannot be interpreted directly and supposed to be looked with the correct context behind it. semantic roles found on listening section in toefl try out simulation semantic roles is the third type of semantic context found in the try out. based on table 4.1 “types of semantic context found on listening section”, this type occurred in question number 13 in appendix i and question number 4, 8, 36 in appendix ii. the justification of how the test items are categorized as semantic roles is due to their sentence structure. semantic roles enroll in the explanation of agent and theme. an agent is a subject or object that affecting a noun. for the example, question number 4 in appendix ii of the bolded sentence it displayed a sentence structure that consists of a subject, verb, and the noun. however, the semantic roles context explains the structure 53 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 by differing which one is agent or theme looking on the sentence meaning. ‘he usually drives a car…’. on the passage (see appendix ii, page 1) is a sentence of which the agent is the ‘he’ as an agent that moved the ‘car’ which become the theme. pragmatic context found on listening section in toefl simulation from the 30 questions the researcher analyzed on both appendixes, try out 1 and try out 2, the pragmatic context was found in their several types. those are context, reference, speech act roles, and politeness. furthermore, the occurrences of the pragmatic type in the listening section is described as follows: table 3. types of pragmatic context found on listening section. based on the table above, among 30 test items on the listening section of toefl try out there are 40 pragmatic contexts were found. the number of pragmatic contexts is much more than the analyzed test because one question can have more than one pragmatic types. the several type of pragmatic which were found namely; context (found in question number 6 and 10 in appendix i and question number 3,6,7,10,14 in appendix ii), politeness (found in question number 2, 7, 9 in appendix i and in question number 4 in appendix ii), reference (found in question number 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15 in appendix i and in question number 1, 3, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 in appendix ii), and speech act (found in question number 3 and 15 in appendix i and question number 9 and 10 in appendix ii). the type of pragmatic context which is mostly occurred is reference (25 questions), followed by context (7 questions), and in the third place is speech act (7 questions) and politeness (7 questions). context found on listening section in toefl try out simulation the context type is one of the pragmatic contexts found in the listening section of toefl try out. the type was spotted in question number 6 and 10 on appendix i and in question number 3, 6, 7, 10, 14 on appendix ii. the context enrolls with the use of the word, it means some words will have more than one used in creating meaning. in question number 7 in appendix ii (see appendix ii, page 3) on the first narration of the woman, she said “it sounds nice. snails with garlic.” the term of snails and garlic on that passage is not the meaning of a regular object as the snail is the animal and garlic is types of pragmatic context appendix i / try out 1 appendix ii / try out 2 total context 6 and 10 3, 6, 7, 10, 14 7 politeness 2, 7, 9 4 4 reference 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15 1, 3, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15. 25 speech act 3 and 15 9 and 10 4 54 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 a vegetable, yet it is a meal that served in a restaurant if we pay attention to the context of place settings. moreover, the next statement on the passage helps the audience to understand the main idea by stating the narrator favorite food. politeness found on listening section in toefl try out simulation politeness occurs in question number 2, 7, 9 of appendix i and in question number 4 of appendix ii. those test items can be categorized as the politeness due to the consistency of modest and nice speech delivery. in question number 4 on appendix ii, it was stated on the bolded sentence when the woman was saying ‘ohh… i don’t think so’ (see appendix ii, page 2), she was rejecting to the man statement but the voice tone and the way she was saying it in the audio seems very soft and in low pitch. another example of politeness in question number 7 on appendix i, when the man said a negative response after an argument by the woman, he said ‘i don’t think so. there are only three steps like trapping the sun’s energy…” (see appendix i, page 3). the way the man was stating also in very genuine tone on the voice record and he corrected the wrong argument the woman said on the previous passage reference found on listening section in toefl try out simulation the reference type is the most context found on the try out. this type explains the ‘referencing back’ which is the common questions type of the listening section. for the example, the question number 2, 3, and 4 on appendix i (see appendix i, page 1) mostly the question is based on what we have heard on the narration, then the narrator will ask of certain passage main idea or the whole conversation meaning. in the passage number 3, a man in the passage said ‘welcome, anything i can do for you?’, and then the woman said ‘i want to buy some historical books’ in replying the man question. soon after all the passage is delivered, the narrator asked ‘what does probably the man do?’ this kinds of question are refereeing back to the passage and causing the audience to remember what they already listened, only by focusing on the passage they can have their answer but also they need to listen to all the passage narration in order to understand the passage meaning. the woman narration helps the audience to understand the ‘man’ job and then it leads to the answer that the man is working in there and will help the woman to have her book. speech act found on listening section in toefl try out simulation based on table 4.2 ‘types of pragmatic context on listening section’, speech act occurred in question number 3 and 15 on appendix i and in question number 9 and 10 on appendix ii. speech act is explaining about “requesting”, “commending”, “questioning”, or “informing” in which it suits in almost every question on try out because every question is using an interrogative sentence. the researcher only selected some speech act which found on the passage of conversation and some narrator questions to see the speech act. in question number 9 on appendix ii (see appendix ii, page 3) the speech act is spotted on the man narrator, he said ‘how was the movie last night?’, that statement showed a speech act due to the man were using “questioning” in the conversation discussion the discussion elaborates the finding of the research and also relating to the expert theories which is helping to justify the research problem ‘what are the semantic context found in the listening section of the toefl try out simulation?’ and ‘what are the pragmatic context found in the listening section of the toefl try out simulation?’ in here the researcher determined to identify the semantic and pragmatic context in the listening section which consisted of two 55 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 parts. the research sees that semantic and pragmatic do exist in the proficiency test. trudgil (2000) states sociolinguistics aspects affect the language user in every context. in the proficiency test such as toefl, the listening section create the passage in which the narration is quite familiar. this due to the criteria of a good test should have an authentic test based (mcnamara, 2010). the purpose of the test is to measure how far the proficiency of an english speaker. therefore the common conversations in life and society are included to check whether they will understand a conversation in english settings. on the previous research done by karbalei&rahmanzade (2015) and garacia (2004), both of the research were analyzed the semantic and pragmatic which justified that semantic and pragmatic contained in the proficiency test. the researcher used yule (2010) book ‘study of language’ as the guideline to determine whether a sentence is categorized as semantic or pragmatic. yule (2010) definition is also used in the karbalei&rahmanzade (2015) and garacia (2004). the researcher analyzed the test item by looking into the transcribe of the listening try out and then comparing to yule (2010) semantic and pragmatic classification. based on the finding, the researcher found the semantic and pragmatic have a different amount of quantity in the try out on both listening section. semantic has less number than pragmatic. this happened due to the type of pragmatic context type; reference is seen in almost every test items. the narrator on the question is ‘referring back’ (which is the characteristic of reference) to the passage in which the questions are asking the meaning or the main idea. on the other hand, the semantic context in the table was spotted in every first or second question. the beginning questions are mostly focused on a single word or simple passage where the semantic always took part due to the concept that focused on meaning in semantic. the pragmatic is occurring in almost every question and mostly spotted in every longer conversation. in the toefl, there are several questions that applied one mid-long conversation to answer 2 or 3 questions. on those questions, mostly pragmatic are used in order to create a question that is asking what is the passage talk about. again, in here referencing is being spotted. as a further matter, semantic and pragmatic is creating little difficulties in doing the try out. there are some meanings that need to be deeply analyzed or even should be familiar with the word (i.e. the used of idiom or figurative meaning in the passage). therefore, jong (2002) stated to fully understand pragmatic or semantic, it requires a full understanding of their characters to gain the knowledge of those aspects. however, this research also has its drawback due to the lack of real "data" that was taken. in this research, the data that were taken is a document instead of a real subject. the object is a test item that the maker whom creating the test are not involved in the analyzing process. pragmatic or semantic is a condition that should be analyzed by asking it directly to the people who used it so we cannot just assume it, therefore we can understand it very well. van dijk (1977) states it needs contextual information, interlocutor role play statues, the physical setting of the conversation, and types of context that probably has the occurrence of the communicative act to comprehend a pragmatic meaning. therefore, many interlocutors seem to feel hardship in responding to pragmatic and making people tend to the investigation, assume, and expecting. in this case, the researcher could have misinterpreted the pragmatic or even semantic if the real meaning delivered by the test maker is different than it thought. however, the 56 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 researcher can claim the research is valid because the explanation of semantic and pragmatic itself can be identified due to the multiple choice answers on the try out. it helps the researcher to identify by seeing the correlation of the narration passage and the correct answer. conclusion the semantic context exists in the toefl try out on the listening section. the total of semantic context found is 8 questions among the 30 questions analyzed. the type of semantic context which is found is; meaning, semantic feature, and semantic roles. the type of semantic context which is mostly occurred is semantic roles (4 questions), then followed by semantic feature (2 questions) and meaning (2 questions).on the other hand, the pragmatic context quantities are found more than the semantic context. from the 30 analyzed questions, the pragmatic context found are 40 questions, it happens because one question can have more than pragmatic context. the type of pragmatic context found on test items in the listening try out are; context, politeness, reference, and speech act. the type of pragmatic context which is mostly occurred is reference (25 questions), followed by context (7 questions), and in the third place is speech act (7 questions) and politeness (7 questions). reference allami, h. 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(2017) retrieved from https://www.ielts.org/teachingand-research/test-statistics http://indonesia.ielts.britishcouncil.org/iorpsea/html/registration/selectexamtypeservlet.do?gclid=cj0kcqjwr4bebrdnarisagzaz5ckdzzi-doc2soroynoikyeh41xv8cxbxcsh7f7lbn-uj7hfotdbscaapnqealw_wcb http://indonesia.ielts.britishcouncil.org/iorpsea/html/registration/selectexamtypeservlet.do?gclid=cj0kcqjwr4bebrdnarisagzaz5ckdzzi-doc2soroynoikyeh41xv8cxbxcsh7f7lbn-uj7hfotdbscaapnqealw_wcb http://indonesia.ielts.britishcouncil.org/iorpsea/html/registration/selectexamtypeservlet.do?gclid=cj0kcqjwr4bebrdnarisagzaz5ckdzzi-doc2soroynoikyeh41xv8cxbxcsh7f7lbn-uj7hfotdbscaapnqealw_wcb http://indonesia.ielts.britishcouncil.org/iorpsea/html/registration/selectexamtypeservlet.do?gclid=cj0kcqjwr4bebrdnarisagzaz5ckdzzi-doc2soroynoikyeh41xv8cxbxcsh7f7lbn-uj7hfotdbscaapnqealw_wcb https://www.britishcouncil.org/ https://www.ielts.org/teaching-and-research/test-statistics https://www.ielts.org/teaching-and-research/test-statistics 57 celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 eissn 2621-9158 volume 5 no 2 2018 jianda, l. 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(2000) language testing. oxford: oxford university press sheppard, b. (2013). teaching and researching listening (2 nd ed.). usa: university of oregon soler, e.a &martínez-flor, a. (2008). investigating pragmatics in foreign languagelearning, teaching and testing. uk: cromwell press ltd tan, p. (1994). key concepts in elt. elt journal, 48(1), 100 toefl test taker demography and types of toefl test. (2017). retrieved from https://www.ets.org/toefl trudgill, p. (2000). sociolinguistics: an introduction to language and society fourth edition. london: penguin. van dijk, t. (1977). text and context. london: longman vitásková, k. &šebková, l. (2017). the variable professional perception in assessment of pragmaticlanguage level in autism spectrum disorders and relateddevelopmental difficulties. czech republic: palacký university in olomouc yule, g. (2010). the study of language 4 th edition. cambridge, uk: cambridge university press https://www.ets.org/toefl ieee paper template in a4 (v1) 14 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. javanese languageinterference in the pronunciation of english phonemes niasiscaagustia wardani 1 , tono suwartono 2 english language teaching department, faculty of teacher training and education universitas muhammadiyah purwokerto 1,2 niasiscawardani@gmail.com abstract different element between two languages could trigger some pronunciation difficulties among the language learner including javanese learners of english. most of them have have been speaking in javanese since childhood. in addition, english as foreign language is not widely usedoutside the class. thus, javanese learners of english encountered several problems in pronouncing english phonemes. this research is designed to investigate the difficulties encountered by javanese learners in pronouncing the english phonemes and identify factors affecting their pronunciation of the phonemes in the department of english language teaching of universitas muhammadiyah purwokerto (ump). the researcher used survey as the research method. the population in this research was 6 th and 8 th semester students who had already passed pronunciation and phonetics subject. while the samples are those who had javanese background. the data was collected through pronunciation test in a form of audio recording and interview. the major findings of this research are 1) the researcher found that the javanese learners of english encountered difficulties in pronouncing 13 consonant sounds /ʒ, v, θ, ð, z, ʃ, f, g, k, d, ʧ, ɳ, j/ and 17 vowel sounds /æ, ɛə, i:, eɪ, aʊ, ə:, ɔ:, u:, ɒ, ɪə, əʊ, ʊ, ɑ:, ɪ, ʊə, ɔɪ, aɪ/. while the rest, 14 english sounds /p, b, t, s, h, ʤ, m, n, l, r, w,ʌ, ə, ɛ/ were clearly pronounced by the javanese learners of english. 2) there are four factors influencing javanese in learning english pronunciation, among others are; age, first language, exposure, and motivation. keywords: pronunciation, segmental features, english sounds, javanese, factors. introduction any language learning including english is aimed to intelligibly communicate in the target language. to achieve english learning goal’s pronunciation must be considered despite any other language skills since it has significant roles in communication. several experts contribute to emphasize the significance of pronunciation. first, allen in hakim (2012: 244), states that pronunciation is one of language element that has big contribution to better english speaking. alexandria (in hayatinnufus, 2018: 31) states that it is crucial element since the ability to speak and use english in real communication is one objective of learning english as foreign language. subsequently, harmer (in gilakjani, 2016: 3), also convincingly argues that having good pronunciation gives the students several benefits such as know sounds and sound features and improve their speaking immeasurably as well. thus, pronunciation contributes in achieving better english speaking. in addition, native speakers are more likely to understand the speaker, even in spite of grammatical errors, if the speaker uses correct pronunciation. the aforementioned explanations briefly indicate that pronunciation can guarantee communication effectively. due to the importance of pronunciation, there are several elements of english pronunciation that must be well mastered. one of them is the english segmental mailto:niasiscawardani@gmail.com 15 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. features for both vowel and consonant sounds. nurhadi in suryatiningsih (2015: 4) states that segmental features or segmental phonemes are phonemes that can be segmented into individual parts consist of consonant, vowel, and diphthongs. vowel and consonant sounds extensively contribute to construct words. thus, being skilled full in segmental features will make the students obviously understand and be understood by the others. on the contrary, ignoring the segmental features of the target language will damage the students’ achievement. as we know english is not usedfor daily communication. no wonder indonesian learners of english encounter difficulties in english pronunciation include those who have javanese as their first language (l1). javanese language has strong and unique accent, dialect, intonation, and diction. it is not surprising that javanese language is pronounced clearly, explicitly, with short intonation and stressing in some parts. in some cases, it is pronounced longer whenever the sentence is ended with vowel sound. after all, the javanese heavy accent is brought whenever the learners pronounce english word or sentence (hakim, 2012: 255). it indicates that there is interference from the students’ habit of their native language towards the target language features (weinrich, in suwartono 2000: 4). consequently, it hinders the students to pronounce the word accurately. interference occurs since there are differences between the native and target language. javanese language interference toward english happens in various ways. first, javanese students find it hard to move their speech organs. especially, to produce english sounds that do not exist in javanese (baso, 2013: 128 and hakim, 2012: 255). it results in incomplete acquisition. second, there is a tendency to replace the target sounds with the javanese sounds as well as to articulate the words as its phoneme (laila, 2012: 58). it is happened mostly when javanese students do not know how to pronounce certain word. third, javanese students face difficulties to recognize english sounds as well as differentiate similar sounds. for instance, sounds /f/ and /v/ are pronounced without obvious distinction (herman, 2016: 5). in addition, omitting and adding phoneme are frequently done by javanese students (laila, 2012: 58). for instance, adding phoneme /n/ in word the as /nthe/. omitting aspirations in the word pull /p h ul/ as /pul/. any foreign language learners obviously face difficulties including in acquiring the target language pronunciation. the difficulties are caused by many factors. native language, age, exposure, and motivation are believed by several experts give big influence towards the learners’ pronunciation. age age has been considered as one of crucial factors for successful of second and foreign language acquisition. in learning language, the younger is the better especially for achieving the target language pronunciation. there is a period of life to acquire language faster and easier. according to the critical period hypothesis proposed by lenneberg (in ying, 2017: 44),the critical period starts from early infancy until puberty. it is believed one can acquire language optimally in that critical period. amalia(2018: 2), also states that children in golden age, under five years old, are considered competent to observe what they received quickly including language. otherwise, learning language 16 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. beyond the critical period makes the leaners struggle in acquiring pronunciation of the target language. nation and newton in zhang (2009: 38) states that if the students commence to speak in second or foreign language before six years old, the accent will not exist. if the students start to speak in l2 within seven to eleven years old, the accent will slightly exist. if the students begin to speak in l2 after puberty, the accent obviously exists. the meaning of accent is the students l1. native language most of english as foreign language (efl) students have been speaking their mother tongue since childhood. the students’ speech organs have been deeply implanted to produce the speech sounds of their native language. according to ramelan (1994: 4) it is caused by the movement of the speech organs that never been trained to produce the foreign sounds. zhang (2009: 43-44), adds that learners of a language speak the target language in different way. it can be slightly different or otherwise highly different than the native speakers do. hence, the influence of first language is various. according to zhang (2009: 44), there are three ways the native language can influence the pronunciation acquisition. first, the absence of certain english sounds in native language. second, several sounds have the same phonetic features but different in the distribution. third, similar sounds in two languages which are differ in the place of articulation or the manner of articulation. exposure english as foreign language defined as the use and study of english by nonnative speakers living in non-english countries in which english is not commonly used in daily communication. thus, the term exposure is well described as how often the learners use english in daily life (zhang, 2009: 44). the average of indonesian-javanese student learns english in the school. it is particularly begun when entering junior high school. however, most of them do not use english outside the class. in addition, pronunciation is taught lately in university level. according to rosyid (2009: 8) the students find it difficult since in the previous they do not learn such a subject. however, for some students that have learnt pronunciation before entering university level have better achievement in pronunciation. motivation motivation deals with the learners’ attitude and desire toward the target language. the higher the motivation is the more possible the students can achieve their needs. masgoret and gardner in tanner (2012: 9) state that higher motivation leads to higher language achievement. having personal goal can also influence the need and desire to achieve correct pronunciation. motivation to acquire accurate pronunciation can be categorized into two. gardner and lamber in zhang (2009: 42) group motivation into two categories: integrative and instrumental motivation. integrative motivation means a desire of a learner to be accepted in the target language environment. while instrumental motivation is defined as a desire that is only oriented to achieve understandable pronunciation for their specific purposes. 17 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. method specific method in conducting research was surely needed as a guideline for the researcher. this research was meant to find out the javanese students’ difficulties on english pronunciation as well as factors that affect their pronunciation. for that reason, the researcher employed survey since it best served to answer the research questions. according to suwartono (2014: 127), survey includes researches that aimed at gathering information to describe the phenomenon. the population was the students who have already passed pronunciation and phonetics subjects. those are the 6 th and 8 th semester students of english education department universitasmuhammadiyahpurwokerto (ump). in this research, purposive sampling was employed. arikunto (2006: 139) states that purposive sampling is used to get data for specific purposes. the researcher selected 25% from the population. the samples should fulfil several criterions as follows: pure javanese, born in javanese environment, grow up in javanese society, and use javanese language in everyday life. to ensure they fulfil the requirement the researcher asked the identity card of each of them this research adopted both the quantitative and qualitative data gathering techniques. test as the quantitative data and interview as the qualitative data. the test was done to answer the first question toinvestigate the difficulties encountered by javanese learners of english in pronouncing the english phonemes. meanwhile the interview was used to identify factors affecting their pronunciation of the phonemes. test the data from pronunciation test was counted using the formula from arikunto in hakim (2012: 248) p = x 100 p = the gained score f = the total of correct phonetics n = the total of phonetics interview data from interview was analysed by following steps: transcribing, analysing, data reduction, and concluding. findings and discussion javanese learners difficulties on english pronunciation to investigate the difficulties encountered by javanese learners of english in pronouncing the english phonemes, theresearcher conducted pronunciation test to 44 respondents. the pronunciation test was done by reading aloud the given list of words that covered 44 english phonemes in initial, medial, and final position. the researcher assisted the respondents and used tape recorder to record their pronunciation. after analysing the respondents’ pronunciation, the researcher found out that javanese learners of english encountered difficulties in pronouncing 13 consonant sounds /ʒ, v, θ, 18 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. ð, z, ʃ, f, g, k, d, ʧ, ɳ, j/ and 17 vowel sounds /æ, ɛə, i:, eɪ, aʊ, ə:, ɔ:, u:, ɒ, ɪə, əʊ, ʊ, ɑ:, ɪ, ʊə, ɔɪ, aɪ/. while the rest, 14 english sounds /p, b, t, s, h, ʤ, m, n, l, r, w, ʌ, ə, ɛ/ were clearly pronounced by the javanese learners of english. consonant in producing english consonant sounds, the researcher found that the respondents often made sound substitution. the respondents used to substitute some english consonant sounds with other english consonant sounding similar. otherwise, they used their javanese sound that resemble to the target sound. it occurred in some conditions such as when the target sound did not exist in javanese phonological system, when they could not produce the target sound correctly, and when they did not know how to pronounce the word. sound substitution also occurred due to javanese learners faced difficulties in term of the activity of vocal cord. the researcher found that the respondents frequently devoiced the sound that should be pronounced with the vibration of vocal cord. for instance, they devoiced sound /v/ became /f/, and sound /ʒ/ became /ʃ/. also, they pronounced voiceless sound followed by the vibration of vocal cord as it was occurred in sound /f/ became /v/. instead of sound substitution, the researcher also found that javanese learners of english the frequently deleted certain english consonant sounds in final position. it mostly occurred in english plosive consonant. some of javanese learners of english could not maintain the explosive sound in final position. as the result they seemed did not pronounce the sound. vowel the respondents encountered several difficulties in pronouncing english vowelsounds. the difficulties were in term of the length of the sound and sound substitution. javanese learners of english used to pronounce the english word using their native language features. in other words, they pronounce english words using javanese intonation. however, when it came to vowel sound, it hindered the javanese learners of english to pronounce accurately. many of them shortened the long vowel and longed the short vowel. it indicated that they had difficulties to erase their native language influence. sound substitution did happen in english vowel sound due to javanese learners of english difficult to raise their tongue to the specified height. also, they have tendency to pronounce the words as the orthography writing. diphthongs the respondents encountered several difficulties in pronouncing english diphthongs. the difficulties were monophthongizedand sound substitution. the javanese learners of english main difficulty in pronouncing english diphthong was in term of moving their speech organ from one vowel to another onesince javanese did not have diphthongs.. it led them producing unclear sound. it seemed they only pronounce the first vowel. as the result, they often monophthongized the english diphthong into english pure vowel.in producing diphthong, the javanese learners of english did substitution in several ways as well. first, diphthong did not exist in javanese phonological system. second, the learners did not master how to pronounce the sound 19 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. as pure vowel. third, they tended to pronounce the word tested as the orthography writing. factors affecting javanese learners pronunciation to investigate the factors influencing the javanese students’ english pronunciation, the researcher used personal semi-structured interview to gain deeper information. the interview was done to 12 respondents to find out what factors that affected their pronunciation abilities. the 12 of them represented those who have high, medium, and low score in pronunciation test. 1. native language the researcher asked two questions about first language influence. first question, to ensure the data the researcher asked “apakah bahasa pertama anda?” (what is your first language?). all respondent confirmed that javanese was their first language. the second question was “apakah anda menggunakan bahasa jawa untuk berkomunikasi dalam kehidupan sehari sehari-hari?” (do you speak javanese for daily conversation?). respondent 08.14: “iya. bahasa pertama saya bahasa jawa. saya menggunakan bahasa jawa sejak kecil. sekarang saya dapat berkomunikasi dengan bahasa lain juga (indonesia dan inggris) tapi bahasa jawa tetap yang paling dominan” (yes. my first language is javanese. i use javanese since i was kid. now, i can speak other languages as well, but dominantly i use javanese). the respondents said that their first language was javanese. as time went by, they also learnt other languages such as indonesian and english. however, they still used javanese dominantly in everyday life. 2. age the second factor that was investigated was the influence of age. the researcher asked two questions. the first question was dealing with when did the respondent start learning english. respondent 08.14: “saya belajar bahasa inggris sejak di bangku sekolah dasar (sd). saat saya sd, saya tidak hanya belajar di sekolah tapi saya mengambil les bahasa inggris juga.” (i learnt english since i was in elementary school. i learnt it by taking english course and getting from the school). respondent 06.05: “saya belajar bahasa inggris mulai dari sd. saya hanya belajar di sekolah tidak pernah ambil les bahasa inggris. (i learnt english since i was in elementary school. i learnt it only at the school. i never take english course). respondent 06.09: “saya belajar bahasa inggris sejak kecil, tepatnya dari sd. tapi saya tidak belajar bahasa inggris di sekolah, sebab tidak ada mata pelajaran tersebut waktu itu. saya belajar bahasa inggris dari film.” 20 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. (i learn english since i was in elementary school. i did not get it at the school. otherwise, i learn it from movie). all of respondent said that they learnt english started from elementary school. most of them only learnt english at the school. they just followed the curriculum and what the teacher taught. in addition, some others learnt english not only at the school. they learn english by taking english course, watching movie, and memorizing vocabulary as well. the second question was aboutwhen the respondents learn pronunciation. respondent 08.14: “saya belajar pelafalan bahasa inggris dari sekolah menengah pertama (smp). tapi, ketika saya sd saya mengikuti les bahasa inggris yang fokus ke keterampilan berbicara. jadi saya sudah belajar pelafalan melalui aktifitas berbicara di les-lesan tersebut. saat saya di smp, saya belajar pelafalan secara mandiri dengan cara mendengarkan music berulang kali dan mencoba untuk menyanyikan liriknya. dari situ saya bisa lihat apakah saya bisa melafalkan liriknya secara benar atau tidak. saya juga tetap belajar pelafalan ketika di sma dan perguruan tinggi. (i learnt pronunciation since i was in junior high school. however, when i was in elementary school i took english that course that focus on speaking skill. i learnt pronunciation through speaking activities in that course. when i was in junior high school i began to learn pronunciation by myself by listening to music, repeating it, and trying to sing the song then i know whether or not i could pronounce the words. i continue learning pronunciation in senior high school as well as university). respondent 06.13: “saya belajar pelafalan di perguruan tinggi. terutama dimulai sejak semester pertama dimana ada mata kuliah pelafalan. itu membawa saya untuk belajar pelafalan lagi.” (i learn pronunciation at university. specifically, it was started from the 1 st semester. there was pronunciation subject. it brought me to learn pronunciation). the respondents answer could be concluded into two major things. first, there respondents learn pronunciation directly and indirectly. at the university, they learn pronunciation directly by following pronunciation and phonetic subject. they did also learn pronunciation indirectly. some of them learn it by watching videos, movies, listening to music first then repeat it by themselves. second, the respondents’ age of learning english pronunciation could be considered into two period of time. some of them learn pronunciation since they were kid (in elementary school) and some others learn it when they getting older (high school or university). 3. exposure exposure becomes another influential factor in acquiring pronunciation. to gain deeper information related with the learners’ exposure to pronunciation, the researcher 21 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. asked 2 questions. the first question was “apakah anda juga belajar pelafalan di luar kelas?” (do you practice your pronunciation outside the class?). respondent 08.08: “iya, saya berlatih pelafalan dengan cara chat dan berbincang bersama teman-teman, dan juga terkadang berbicara kepada diri saya sendiri. saya juga belajar lewat youtube, film, dan music.” (yes. i practice it by chatting and talking with my friends, talking to myself. i do also learn it though youtube, film, and music). respondent 08.11: “saya jarang berlatih pelafalan, lebih fokus ketata bahasa.” (not really, i focus more on grammar). the respondents’ answer showed that most of them practiced their pronunciation outside the class. they practiced english pronunciation by utilizing youtube, movie, and music. several of them also had their own way to practice it by talking and chatting with their friends, and memorizing vocabulary. however, there were some respondents who did not really practice english pronunciation. they focus more on other language features such as grammar, vocabulary, and tenses. the second question was “apakah anda menggunakan bahasa inggris dalam kehidupan sehari-hari?” (do you use english in daily conversation?). respondent 08.14: “iya, di kantor saya menggunakan bahasa inggris untuk berkomunikasi dengan rekan saya. kadang saya juga mencampur bahasa.” (yes. in the office i usually use full english with my partner. i do usually mix the languages). respondent 06.13: “tidak begitu, saya jarang menggunakan bahasa inggris dalam keseharian. jika itu terjadi pun karena ketidak sengajaan.” (not really, i rarely use english in daily conversation. if after identifying the respondents’ answers, the researcher knew that half of them integrated english in their everyday life, but half other was not. 4. motivation to investigate the respondents’ motivation on english pronunciation, the researcher asked two questions. the first question was “kenapa anda belajar bahasa inggris?” (why do you study english?). respondent 08.05: “karena peluang kerja yang lebih luas. apalagi sekarang ini semua hal sudah terhubung dengan bahasa inggris. jadi saya pikir itu keputusan bagus untuk mengambil bahasa inggris.” (english offers numerous jobs. moreover, nowadays everything is connected with english. so, i think it’s a good decision to learn english). respondent 06.13: “sebenarnya belajar bahasa inggris bukan tujuan utama saya. itu merupakan pilihan kedua bagi saya. namun, setelah hasil tes keluar, ternyata saya diterima di bahasa inggris. seiring berjalannya waktu 22 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. saya mulai menyukai bahasa inggris dan ingin meningkatkan kemampuan bahasa inggris saya.” (actually, studying english is not my intended. english was my second option. however, the test result showed that i was accepted in my second option. as time went by, i begun to like english and want to improve my english skill as well). the reasons why the respondents learnt english were various. mostly, they learnt it because they like it. besides, there were many other reasons as well. the respondents’ answers can be categorized into two; those who have intention to study english, and those who study it unintentionally. the second question was “apa motivasi anda belajar bahasa inggris?” (what is your motivation leaning english?). respondent 08.08: “saya ingin seperti penutur asli di semua aspek bahasa inggris.” (i want to be as native as i can in all english skills). respondent 08.03: “untuk mendapat masa depan yang lebih baik termasuk pekerjaan, kari, dan pengalaman.” (to get better future, includes job, carrier, and experience). the respondents’ answers indicated that most of them want to have better future; having good job, carrier, and experiences. besides, some of them also wanted to master english like a native, having good ability in all english skills and features. based on the data collected, the factors affected javanese learners on english pronunciation could be explained in the following sections. there are four factors that affected efl students’ pronunciation. those are first language, age, exposure, and motivation. all the respondents’ first language was javanese. they used javanese since they were kid until now. as time went by they also learnt other languages such as indonesian and english. however, they still used javanese dominantly than other languages. in addition, most of them also learnt english started from elementary school, which meant before puberty. although they had the same first language as well as started learning english in the same period, their pronunciation ability was different one to another. the reason why their pronunciation was different would be discussed. first, respondents who had high score in pronunciation test. the respondents who had high score in pronunciation test encountered pronunciation difficulties less than others. the respondents learnt english and its pronunciation since they were in elementary school or before the puberty period. in the effort to have accurate pronunciation, the respondents also practice as well as use english in daily life. youtube, music, and film are the media for them to practice their pronunciation. in addition, some of them also use english as tool for communication in daily life. their motivation to learnt english was also higher. it was not only limited to have good job and carrier. they also expected themselves to be accepted in english environment as well as have many experiences in overseas. in conclusion, their personal goal influenced the need and desire to achieve correct pronunciation. 23 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. second, the respondents who had medium score in pronunciation test. the difficulties that the respondents faced were more than the previous group. they learnt english and its pronunciation in different period of time. they learnt english since they were in elementary school or before the puberty period, but they learnt its pronunciation started at senior high school for some and at university for some others. this meant after the puberty period. the result of learning pronunciation after puberty period was the accent of the respondents’ first language obviously exists. the interview result showed that there was a long gap between the time they learnt english and its pronunciation. during the gap the respondents rarely had pronunciation activities. soon after they learnt pronunciation at university level, they tried to improve their pronunciation through music, youtube, and movie. however, they did not really use english in daily life. majority of the respondents who has medium score learnt english because they wanted to get good job and carrier. third, the respondents who had low score in pronunciation test. the low scored respondents were the group that faced the most pronunciation difficulties. the age factor showed that the respondents learnt english since they were in elementary school or before the puberty period. however, they learnt english pronunciation at university level, or after puberty. thus, many pronunciation difficulties were faced by them. their speech organs had been deeply implanted to produce the speech sounds of javanese language. thus, when they pronounce english words or sounds, rules and pattern of the javanese language were transferred which then resulted in errors or pronunciation mistakes (zhang, 2009: 43-44). the exposure factors explained that the respondents infrequently used english in daily life. based on the interview result, they practice their pronunciation through youtube, music, film, and novel. nevertheless, they focused more on the content not the pronunciation. in addition, one of them said that she paid more attention on grammar than pronunciation. the motivation factor showed that the respondents had low motivation and did not have personal goals of studying english and its pronunciation. it made a sense since the respondents took english accidentally. conclusion and suggestion after analyzing pronunciation test and interview, the researcher draws three major points. 1) javanese learners of english encountered difficulties in pronouncing 13 consonant sounds /ʒ, v, θ, ð, z, ʃ, f, g, k, d, ʧ, ɳ, j/ and 17 vowel sounds /æ, ɛə, i:, eɪ, aʊ, ə:, ɔ:, u:, ɒ, ɪə, əʊ, ʊ, ɑ:, ɪ, ʊə, ɔɪ, aɪ/. while the rest, 14 english sounds /p, b, t, s, h, ʤ, m, n, l, r, w, ʌ, ə, ɛ/ were clearly pronounced by the javanese learners of english..2) the difficulties in term of sound substitution, deletion, first language interference, and monophthongized. 3) there are four factors that hinder javanese in acquiring english pronunciation. they are age, first language, exposure, and motivation. these four factors are interrelated one and another. since pronunciation is a crucial part in english speaking, it is needed for the future researcher to conduct research related to improve javanese learners’ english pronunciation. 24 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. references amalia, a. r. 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(2012). factors affecting the acquisition of pronunciation: culture, motivation, and level of instruction (master thesis, brigham young university). retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4241&context=etd ying, x. (2017). literature review on critical period hypothesis. international journal of liberal arts and social science.5(5), 44.retrieved from https://ijlass.org/data/frontimages/gallery/vol._5_no._5/6._44-48.pdf zhang, x. m. 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https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4241&context=etd https://ijlass.org/data/frontimages/gallery/vol._5_no._5/6._44-48.pdf http://cau.ac.kr/~edusol/see/list/vol27-2/cake027-002-4.pdf http://cau.ac.kr/~edusol/see/list/vol27-2/cake027-002-4.pdf ieee paper template in a4 (v1) 1 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. request realizations of indonesian esp lecturers arif nugroho state islamic institute of surakarta indonesia arifnuugroho@gmail.com abstract drawing on the speech act theory, the present study endeavored to delineate the most frequently used request strategies by indonesian english for specific purposes lecturers. in addition, it examined the involvement of situational variables of social distance, power, and imposition on the choice of their strategies. another objective has been to reveal the reasons why the lecturers choose such strategies. to this end, a descriptive approach was adopted by employing discourse completion test questionnaire and semi-structured interview to gather the data fromtwenty-eightesp lectures teaching at some different departments who werepurposively selected as the participants in this study. the results of the questionnaire illustrated that the participants made use of conventionally indirect expressions (81.2%) for requests more frequently than other strategies. the semi-structured interview figured out that the participants’ reason of utilizing conventionally indirect strategy was due to the cultural factors. moreover, the situational variables of social distance, power, and imposition slightly affected the participants’ choice of requests, but they had some influences on determining the degree of politeness. furthermore, the analyzed data revealed the fact that first language culture, urgency of the requests, and physical attractiveness also influenced the participants’ choice of request strategies. keywords: request realization,request strategies, situational variables,indonesian esp lectures introduction the issue of communicative competence has been challenging and debatable for the researchers, experts, and linguists. the definition and context of communicative competence evolves almost in the recent fifty years. nowadays, communicative competence is becoming an interesting issue in second language acquisition, even some people called it as the 21 st century skill. in fact, foreign language education has been devoted to the learning of grammar and vocabulary for years. learners are frequently taught the structures of language and required to memorize as much as words of the language. the communicative function of language, as the result, seems to be put aside (octactepe and sanal, 2019). however, in the 1970s, richards and rodgers (1986) introduced a new approach called communicative language teaching (clt) which more emphasizes on the use of the language in real communication. this approach initiates the highlight of pragmatic competence in second language acquisition contexts and some research areas. however, coming from the country having limited exposures to english language except in the classroom, the indonesian students may encounter difficulties in their intercultural communication. according to farashaiyan and muthusamy (2016), mailto:arifnuugroho@gmail.com mailto:arifnuugroho@gmail.com 2 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the main problem that foreign language learners face in their intercultural communication is pragmatic-oriented. similarly, octactepe (2012) argues that foreign language learners have difficulty in developing pragmatic competence and communicating appropriately in different social interactions due to their limited knowledge of the cultural values and norms of the target language culture.as highlighted by setyo, suharsono, and purwati (2018) teaching students a foreign language cannot be separated with its culture and knowledge of language use. it is essential for them to be equipped with the appropriate use of target language speech acts in learning foreign language pragmatic competence. thus, researches and studies on the area of pragmatic competence, especially in the context of language teaching, have to be carried out as inputs to the teaching practitioners. pragmatic competence is closely related, even cannot be separated, from speech acts theory. one of the speech acts that is important in our communication is requesting. it is useful and happen often in everyday speech acts, particularly among new learners of language. communication often start with a request, for instances, students make requests to their teachers, employers make requests to their boss, children make requests to their parents, etc. compared to other types of speech acts, the illocutionary meaning of requests has been the most frequently researched in foreign language studies. when realizing a request, of course, the speakers want their requests are fulfilled by the hearers. that is why, the speakers consider the appropriate strategy when making a request. in addition, the choice of request strategies is generally influenced by situational variables; social distance, power, and imposition. the well-known request strategy classification is under cross-cultural speech act realization project (ccsarp) by blum-kulka and olshtain (1984). in general, there are three strategies; direct, conventionally indirect, and non-conventionally indirect. the direct request means the illocutionary force of the request is indicated in the utterance by grammatical, lexical, or semantic items which is expressed as imperatives, performatives, and want statements. for example, with regard to a situation in which the speaker asks to close a door, he said, “close the door.” or “you must close the door.” conventionally indirect request, in other direction, means the illocutionary force of the request by using fixed linguistic conventions which expresses as suggestory formulae and query preparatory questions, for instance, “what about closing the door?” or “could you please close the door?”. last but not least, the non-conventionally indirect request means the utterance contains partial reference to object or element needed to implement the act. the examples are “the door is open” or “there is a drought in here”. 3 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. furthermore, in realizing requests, the speakers are influenced by situational variables of social distance, power, and imposition (brown and levinson, 1987). the term social distance refers to the degree of familiarity and intimacy between interlocutors which can be determined by how well they know each other and whether they like each other. when the interlocutors are having close relation, they tend to have low degree of social distance, and vice versa. then, power refers to the close relationship between interlocutors which is including social status, age, gender, ethnic identity, and institutionalized role. moreover, the terms imposition refers to how great request the interlocutors make. a great rank of imposition will occur if the speaker is asking for a big favor, while a small rank of imposition will be existing when the scope of the request is small. as mentioned earlier, in acquiring foreign language which is in this case is english, the learners have to extensively advance their pragmatic competence. indonesian government has developed the english curricula that exposes the teachers to pay more attention to the use of english as a means of communication, which theoretically requires them to acquire pragmatic knowledge. english teachers are supposed to integrate the grammar principle into communicative framework (sofyan and suriya, 2017). hence, the english teachershave to facilitate their students to learn pragmatics to enable the students to use language appropriately without leaving the essential use of correct grammar. they probably are the only resource to whom indonesian efl learners rely on to develop their pragmatic knowledge. consequently, they should acquire adequate knowledge of pragmatics and language use. however, the issue of english teachers’ pragmatic knowledge slightly attracts the intentions of researchers, particularly indonesian linguists. most of the researches have concerned on investigating pragmatic aspects from the learners’ point of views. hence, following up some previous studies, the present study attempts to delineate the most frequently used request strategy by indonesian esp lecturers. further, it examines how situational variables of social distance, power, and imposition influence their choice of request strategies. in addition, their reasons of using such strategies are also revealed. the participants’ request strategies are classified based on blum-kulka and olsthain’s cross-cultural speech act realization project (ccsarp). this study, furthermore, is contributing to the enhancement of pragmatic theories in which the appropriate use of language is the main concern. although the study is focusing on the acts of requesting, the findings are hopefully showing the portraits of indonesian esp lecturers’ pragmatic knowledge. finally, the findings are also expected to raise their awareness of the importance of pragmatic competence leading to their incorporation of this area in teaching practices. 4 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. method to reach an in-depth description, the present study employed descriptive qualitative approach as the research design. it allows the researcher to describe the request strategies realized by indonesian esp lecturers and reveals the involvement of situational variables as well as their reasons in choosing the strategies. the descriptive qualitative approach is frequently applied by implementing the technique of searching, collecting, classifying, analyzing, and drawing conclusion. the present study was conducted at a language institution at one of private universities in malang, east java, indonesia. the population were all esp lecturers teaching at nine faculties and about thirty-four departments in the university. among them, the researcher purposively selected twenty-eight lecturers as the participants of this study. the selection was based on the educational background and the length of working. they graduated from english language teaching program, so it is assumed that they already have adequate knowledge in language grammar and oral communication. they were teaching in some faculties; i.e. teacher training and education (8 lecturers), social and political sciences (6 lecturers), psychology (2 lecturers), economics and business (5 lecturers), engineering (3 lecturers), agriculture and animal husbandry (2 lecturers), and law (2 lecturers). the data were collected through two main instruments; discourse completion test (dct) questionnaire and semi-structured interview. the dct questionnaire was employed to delineate the request strategies used by the participants and the involvement of social distance, power, and ranking in their choice of the strategies. dct questionnaire is considered as a pragmatic test which constitutes an effective method to collect evidence of participants’ speech acts. the dct questionnaire used in this study consisted of twelve items and validated by an expert in linguistic studies. the situational variables of social distance, power, and imposition are randomly included in the twelve items as seen in table 1. before the dct was administered, it was piloted to twenty-one students of graduate program in english language teaching. in the dct questionnaire, a situational description is provided, and the participants are required to put their responses in the given blank spaces based on their roles described in the situation.furthermore, a semi-structured interview was administered to figure out the participants’ reasons in using the request strategies as well as how situational variables assembled in their requests. five participants were selected in the interview phase based on their distribution of request strategies in their dct questionnaires. they were asked some questions based on their responses in terms of their reasons and consideration of situational variables. the data obtained from interview were transcribed and coded as the basis to draw the conclusion. table 1. the distribution of situational variables in dct questionnaire 5 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. situation social factor item asking his colleague to borrow a textbook asking his fellow colleague to help in a project borrowing a car to a very close neighbor equal 6 9 12 asking permission to a boss to join a conference asking a direction to a father’s friend asking permission to a boss to attend a brother’s wedding speaker has a lower status 3 8 10 asking a shop assistant to find suitable size of t-shirt asking a student to take pictures asking a waiter to give more water speaker has a higher status 4 5 7 asking his new neighbor to turn down a music volume borrowing a pen from a person who is not familiar with asking a teenager in the street to show direction strangers 1 2 11 the data collected from the participants by means of dct questionnaire and semi-structured interview were analyzed through some stages. firstly, the data in form of the participants’ responses were kindly categorized into request strategies by referring to the theory of request strategies classification (ccsarp) by blum-kulka and olshtain. the frequency of each strategy employed by the participants was then identified. the distribution of all request realization across all situations was also described to identify if the strategies are significantly different. secondly, an in-depth analysis of how the situational variables of social distance, power, and imposition was conducted by deliberately analyzing the strategies given by the participants and relating them to the situational variables written in each item of dct questionnaire. in addition, the transcribed result of interviews was kindly presented and followed by the analysis on the participants’ reasons in choosing their request strategies. findings and discussion the most frequently used request strategies by indonesian esp lecturers twenty-eight participants have realized 336 requests through 12 items listed in the dct questionnaire. they applied direct, conventionally indirect, and non-conventionally indirect as their request strategies. the three strategies appeared, however, it was found that the distribution among them was extremely different. from 336 request realizations, 6 utterances (1.7%) were considered as data biases; 1 blank response, in which the participant did not give utterance, and 5 responses did not belong to the acts of requesting. for instance, the participant only wrote “excuse me, boss”, which the utterance only expressed a greeting to the hearer and did not contain requesting act.another example was the utterance “go to my neighbor house and ask him to turn down the music volume”, which explained what would be done by the participant 6 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. instead of giving a request when he was required to ask his neighbor to turn down his music volume. further, the most frequently used strategy by the participants was conventionally indirect strategy (273 or 81.2%) with query-preparatory as its substrategy. the less frequent strategy used by the participants was direct strategy (41 or 12.2%) and the least frequent was non-conventionally indirect strategy (16 or 4.7%). the distribution of request strategies could be seen in table 2. table 2. request strategies used by indonesian esp lecturers strategies n/336 percentage (%) direct request 41 12.2 conventionally indirect request 273 81.2 non-conventionally indirect request 16 4.7 table 2 showed that the most frequently used strategy by the participants in giving requests was conventionally indirect strategy. for instance, in situation 2 where the participants were asked to lend a pen from a person whom they were not familiar with, one of them made a request by suggesting, “hello! i forget to bring my pen. how about borrowing yours?”. another example was given in responding to situation 1 in which they are required to make a request to their neighbor to turn down his music volume since it was late night, one of them said, “could you please turn down your music volume? i have to finish my work.”. similarly, in responding to situation 3 in which the participants had to ask a permission to their boss to join an english conference, one of them said, “pardon me, sir. there is a conference that i’d like to join very much. i need your permission concerning to this. so, may i join the conference? it does not disturb my teaching schedule anyway.” further, direct strategy was the less frequent request strategy used by the participants. from 336 request realizations obtained from dct questionnaire, 41 of them were made by using direct strategy. for example, in responding to situation 6 in which the participants were asked to borrow a textbook from their colleague, one of them said, “lend me your textbook, please.”. in the similar direction, the participants employed direct strategy when being asked in situation 7 where they were requested to ask a waiter of a restaurant to give some additional water. one of them said, “a glass of water please”. another example was a response to situation 5 which a participant said, “you have to help me writing my esp book” when he was required to make a request to his fellow colleague to help him writing a project. moreover, the least frequent strategy utilized by the participants was nonconventionally indirect strategy. there were only 16 request utterances realized by using this strategy. a participant in this study said, “the choices of t-shirt are very limited in size. no one is suitable for me” when responding to situation 4 where the participants were asked to give a request to a shop assistant to find a suitable size of tshirt while shopping. in the same way, when the participants were required to ask their 7 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. neighbor to turn down music volume as described in situation 1, one of them said, “sorry, your music deafens my ears”. the present study reveals that conventionally indirect request is the most frequently used strategy by the participants in realizing their requests. according to brown and levinson, mentioned in dittrich and johansen and kulinskaya (2011), using a more indirect form of request will lower the face threat. an indirect request seems more polite than an explicit request. this statement is seemly supported by the finding of this study in which the participants employed indirect requests instead of choosing the direct one. as stated by brown and levinson, the participants try to consider themselves as a polite person in the eyes of other people. the most influenced factor of the choice of indirect request by the participants is their cultural backgrounds since they come from indonesia, a country representing the eastern culture. the culture of being polite to anyone, anytime, and anywhere seems to be the most dominant consideration in choosing indirect request strategy. in terms of this, the finding of this study is in consistent to an investigation conducted by salvesen (2015). she examined the politeness strategies in requesting acts by norwegian learners of english. the result showed that the norwegian learners of english dominantly used indirect strategies in making their requests. however, the distribution of the indirect strategies is not extremely different compared to another strategy, i.e. direct requests. it is different to what this study found related to the distribution of the request strategies. in this study, conventionally indirect strategy is quite dominant than other request strategies used by the indonesian esp lecturers. they even response all requests written in the twelve situations in dct questionnaire by using conventionally indirect strategy. in the same direction, the result of this study in terms of the most frequently used request strategy is also similar with the result of the study conducted by daskalovka, ivanoska, and kusevska (2016) examining the request strategy used by efl learners in macedonia. they used role play and dct questionnaire as the instruments in collecting the data. similar with this study, the participants responses were analyzed according to the classification of request strategies by blum-kulka et.al (1989). the data analysis resulted in the same finding with this study in which the most frequently used types of request strategies were query preparatory which belonged to the group of conventional indirect strategy. nevertheless, the result of this study is in contrast with the study result conducted by bonyadi and yazdanfar (2016). they conducted a comparative study to explore the request strategies used in daily interactions of persian and english speakers by analyzing persian tv series that were observed and the request utterances were transcribed. the results revealed that the speakers of both languages opted the direct requests as their most frequently used strategy in their daily interactions. according bonyadi and yazdanfar (2016), the preference of direct strategies by the speakers of a 8 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. language cannot be taken as a proof that they are not polite. it significantly depends on the speakers’ cultural backgrounds and the habit of using language in their daily interactions. moreover, the social meaning implied by a linguistic behavior should also be considered. the members of two cultures may not necessarily consider the directness and indirectness similarly. although indirectness and politeness are usually related, their social meaning may be different in different cultures. the involvement of situational variables looking at each participants’ request realization more intentionally as presented in table 3, although the description of the roles in each situation had different degree of situational variables of social distance, power, and imposition, conventional indirect strategy was the most utilized one by the participants even in all twelve situations. they follow the same trend; conventionally indirect, direct, and non-conventionally indirect strategies were the first, second, and third most frequently used one. this indicated that the three situational variables of social distance, imposition, and power had not that much effect on the participants’ request realizations. table 3. the detail distribution of the participants’request strategiesin each situation situations strategy types n/330 percentage 1 most direct conventionally indirect non-conventionally indirect 4 21 3 14.2 75.0 10.7 2 most direct conventionally indirect non-conventionally indirect 1 26 1 3.5 92.8 3.5 3 most direct conventionally indirect non-conventionally indirect 4 20 4 14.2 71.4 14.2 4 most direct conventionally indirect non-conventionally indirect 2 24 1 7.1 85.7 3.5 5 most direct conventionally indirect non-conventionally indirect 2 25 1 7.1 89.2 3.5 6 most direct conventionally indirect non-conventionally indirect 4 24 0 14.2 85.7 0 7 most direct conventionally indirect non-conventionally indirect 9 16 3 32.1 57.1 10.7 8 most direct conventionally indirect 1 26 3.5 92.8 9 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. non-conventionally indirect 0 0 9 most direct conventionally indirect non-conventionally indirect 3 24 0 10.7 85.7 0 10 most direct conventionally indirect non-conventionally indirect 6 17 3 21.4 60.7 10.7 11 most direct conventionally indirect non-conventionally indirect 4 24 0 14.2 85.7 0 12 most direct conventionally indirect non-conventionally indirect 1 26 0 3.5 92.8 0 the distribution of request strategies in all situations in dct questionnaire are similar. the participants utilize conventionally indirect as their strategy in realizing requests, whereas, the dct questionnaire has been involved with situational variables of social distance, power, and imposition in all descriptions of the situations. the data analysis of the participants’ requests, supported by the data obtained from interviews, confirms that the participants seem to neglect the involvement of the situational variables. they choose conventionally indirect strategy because they want to be seen as a polite person no matter talking to anyone, anywhere, anytime, and in any situation. they greatly affected by the eastern culture paradigm which requires them to be a polite person. therefore, the situational variables of social distance, power, and imposition have slightly affected their choice of request strategies. this finding is in consistent with the result of the study conducted by sofyan and suriya (2017) that investigates the english instructors’ pragmatic awareness and realization in requests. they described and elaborated the pragmatic awareness and realization of request speech acts among 12 representations of non-native english speakers by means of dct questionnaire and role play. the result of the study shows that the participants were slightly aware of the situational variables; power relation is the social factor that mostly influenced the choices of request strategies in oral production of requests. this finding is quite similar with what this study found in terms of the involvement of the situational variables. this might be caused by the lack of participants’ awareness to the roles of social distance, power, and imposition described in dct questionnaire. likewise, the result of this study confirms the result of the study conducted by farashaiyan and muthusamy (2016). they examined the effects of the situational factors of social distance, power, and imposition on the international postgraduate students’ choice of request and apology strategies. similar to this study, dct 10 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. questionnaire and semi-structured interview were used as the data instruments. the result of the study shows that the situational factors of social distance, power, and imposition did not affect the participants’ choice of request strategies, but they had some influences some influences on the use of mitigating strategies in different situations. the indonesian esp lecturers reasons of using conventionally indirect requests as conventionally indirect strategy was the most utilized strategy in realizing requests by the participants, it made the researcher wondering and excitedly wanted to know why they massively used this strategy. the results of interview to the five chosen participants revealed the answer of this question. the participants tended to use conventionally indirect strategy primarily because the influence of cultural and first language backgrounds. they want to be seen as a polite person since they live in an eastern culture as a participant said when being asked about their reason. “i am talking to my boss and i know his position in the office. i am his sub-ordinate. i believe that by using more proper and polite words will really touch his feeling, and maybe he would grant me a permission to join conference. due to the very close social distance, therefore, i perform the politest strategy of making request.” in similar direction, a participant stated that his reason in using conventionally indirect strategy in his request realization was feeling comfortable. he considered that being polite to anyone, even to strangers was a must in order to make the interlocuters fell comfortable with him. completely he said, “when speaking to anyone, i think we have to be polite, even to the strangers. being polite is essential to make our interlocutors feel comfortable with us. they would potentially fulfill our request sincerely”. additionally, he also stated, “our culture forces us to behave politely to anyone. this is what i consider when making request to other people, though they are in the same age and social status with me. i always try to use the politest words and sentences so that my interlocutors feel comfortable and not being intimidated, including to my colleague in the office”. interestingly, the results of interviews had also revealed that there were other factors contributing to the choices of the participants’ request strategies. these factors were urgency of request and physical attractiveness. one of the participant stated that he tended to employ direct strategy when it was an urgent request. according to him, he needed to do it to make the request fulfilled immediately. direct request was usually utilized when requesting to the person whom familiar with such as sub-ordinates, employees, students, etc. in addition, the physical attractiveness, specifically how the interlocutors dressed, was also give an influence on the choice of the participants’ 11 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. request strategies. the interview results found that the participants tended to use conventionally indirect strategy when requesting to a well-dressed and polite person. they said that it was closely related to their first language backgrounds in which they live in eastern culture. the findings resulted from dct questionnaire and semi-structured interview shows that the indonesian esp lecturers mostly made use of the same strategies across all the situations, although the situations varied in terms of the three situational factors of the social distance, power, and imposition. in other words, they seemly did not pay enough attention to the mentioned factors. therefore, it might be concluded that they were lack enough both pragma linguistic and sociopragmatic knowledge. the finding of the interview also supports the dct questionnaire finding since the participants confess that they did not consider the situational variables involved in the twelve situations described in dct when they were filling up the questionnaire. the most important thing they think is that they want to be seen as a polite person in realizing requests. therefore, they employed conventionally indirect request as their most frequently used strategy. conclusion this study indicates that pragmatic knowledge should be taught in indonesian efl context to avoid communication breakdowns. the researcher argues here that indonesian esp lecturers have to enhance their pragmatic awareness and help improve their students’ pragmatic knowledge. as shown in this study, the indonesian esp lecturers mostly used conventionally indirect strategy in realizing their requests in almost all situations which indicates that they do not pay more attention to the involvement of situational variables of social distance, power, and imposition. though the results presented here are positively contributing to the area of pragmatics, some limitations are observed. future researches can advance this study by implementing instruments such as oral dct questionnaire and role plays to obtain more naturally occurrence data. moreover, the further researches are also strongly encouraged to consider variables of physical attractiveness and urgency of request in examining the most frequently used request strategies by a particular social group. finally, since this study is focusing on the speech act of request, it is suggested that future researches take into account other types of speech acts as other variables. references blum-kulka, s & olshtain, e. (1984). ‘requests and apologies: a crosscultural study of speech act realization patterns’ (ccsarp). applied linguistics, vol. 5no. 3: 197213. 12 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. bonyadi, a., & yazdanfar, s. (2016). request strategies in everyday interactions of persian and english speakers. sage publication, 1-11. doi: 10.1177/2158244016679473sgo.sagepub.com brown, p. & levinson, s. c. (1987). politeness: some universals in language usage. second edition. cambridge: cambridge university press. daskalovska, n., kusevska, m., & ivanovska, b. (2016). the use of request strategies by efl learners. procedia – social and behavioral science, 232(2016), 55-61. doi: 10.1016/j.sbspro.2016.10.015 dattrich, w.h., johansen, t., & kulinskaya, e. (2011). norms and situational rules of address in english and norwegian speakers. journal of pragmatics, 43(15), 38073821. farashaiyan a., &muthusamy p. (2016). situational variations in request and apology realization strategies among international postgraduate students at malaysian universities. journal of english language teaching, 9(3), 181-196. doi: 10.5539/elt.v9n3p181 octactepe, d. (2012). the development of conceptual socialization in international students: a language socialization perspective on conceptual fluency and social identity (advances in pragmatics and discourse analysis). cambridge: cambridge scholars publishing. octactepe, d., & sanal, m. (2019). conceptual socialization in efl contexts: a case study on turkish efl learners’ request speech acts realization. journal of language and linguistics studies, 15(1), 376-399. doi: 10.17263/jlls.547766 richards, j.c. & rodgers, s. t. 1986. approaches and methods in language teaching. cambridge: cup. salvesen, k. e. (2015) politeness strategies in requests by norwegian learners of english in comparison with native speakers of english. hawai pasific university tesol working paper series 13, 53-69. doi: http://www.hpu.edu setyo, r.c.y., suharsono, purwati, o. (2018). the contribution of school culture to the learner success factors in e-learning. journal on english as a foreign language, 8 (2), (149-169). retrieved from http://e-journal.iainpalangkaraya.ac.id/index.php/jefl/article/viewfile/884/876 13 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. sofyan a., & suriya h. a. (2017). the relation between pragmatic awareness and realization of requests among non-native english intructors. english education journal, 7(3), 213-219. doi: http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej celtic: a journal of culture, english language teaching, literature & linguistics pissn 2356-0401 volume 3 no 1 2018 engaging the students with styles in efl perspectives atik sri rahayu universitas negeri malang atik.rahayu@gmail.com abstract the active participation of students in the classroom is considered as the essential component in the learning. it is closely related to the students’ engagement, which involves the students’ interest, positive attitude and enjoyment towards learning. one crucial factor which influences the students’ engagement in the classrooms is the teachers’ teaching styles. the teachers’ behaviors, beliefs and personality in teaching really influence their styles in teaching. therefore, teaching styles become crucial since it can build and shape the students’ learning experience in the classrooms. key words: students’ engagement, teaching style, participation introduction the students participation in the teaching and learning activities is regarded as the essential component to support the learning outcomes, especially in the english as foreign language classrooms. the active participation of students really influenced the direction of teaching and learning activities, which in turn will influence the success of the teaching and learning process. the term of active participation is closely related to the students’ engagement during the teaching and learning activities because the students who are engaged will be involved and interested in the course materials and learning because the students are the central focus in the learning process. the students’ engagement can be defined as the student’s psychological investment and efforts in the learning process to understand and master the materials, skills and instructions given (newman, 1992). therefore, engagement represents the students’ psychological and cognitive efforts in accomplishing the tasks, not only the amount of energy they need to complete the tasks assigned. the students are cognitively and intentionally involved in any learning activities. stern (1992) stated that, the effective learning is mostly depending on the learners’ conscious and intentional engagement in learning activities to achieve particular goals. therefore, the classroom engagement is different from the concept of mailto:atik.rahayu@gmail.com 16 motivation. it mostly deals with the students’ attitudes toward learning, students’ interest, time on task and enjoyment in the learning. the significance of the students’ engagement has become the attention of scholars recently. mackenzie (2015) claimed that the desirable learning outcomes can be best accomplished through an active process which involves the engagement of the students during the learning process. furthermore, research showed that the students learn best and retain more by actively doing, such as when they are engaged in the learning process rather than through passive learning (carini, r; kuh, d & klein, s., 2006; petress, 2006). the students’ engagement involves the students’ attention, interest, investment and efforts in the learning (marks, 2000) which considered as the students’ intentional involvement in the learning activities in the classroom. therefore, the classroom engagement is different from the school engagement in general. the students’ engagement at the school level commonly involves the engagement of students as viewed from their participation in the extracurricular activities, attendance and the records of referrals and suspensions (wang, bergin & bergin, 2014). thus, the engagement in school level has the different aspects with the engagement in the classroom, which emphasize on the students intentional involvement in the learning activities directly. fredricks, blumenfeld & paris (2004) classified engagement into three dimensions. they are affective (emotional), cognitive and behavioral. affective engagement refers to the positive emotions during the learning activities. it may be in the form of interest, enjoyment and enthusiasm in the learning. the cognitive engagement relates to the mental efforts such as the strategy used, concentration and metacognition. the behavioral engagement refers to the observable behavior that the students possess during the learning. it can be in the form of time-on tasks, active participation in the discussion, questions asking, and any other positive behavior in the classroom. engaging the students in the learning process was also considered as the biggest challenge for the teachers (cothran & ennis, 2000; willms, 2003). therefore, if the teachers expect the students to be engaged and participate in the learning process actively, the teachers need to modify their approach to enhance the students’ engagement in the classroom activities so that the students interact deeply with materials given and the meaningful learning can be reached (grasha, 1990; huba & freed, 2000). the active students are more likely to 17 participate in the teaching and learning process, which may lead to the desirable learning success. however, the students’ ability and readiness to learn does not only depending on the students themselves, but also in the suitability of a teachers’ teaching style (felder & henrique, 1995). this is because the english teaching and learning process involves two main active variables in the classroom, teachers and students. teachers play important roles in the instructional activities to achieve the learning objectives. brown (2007:251) points out that the teachers must play many important roles at the same time. the roles can be the authority figure, leader, knower, director, manager, counselor, guide and even other roles as friend, confidant and parent. he furthermore claims that some of those roles will be more prominent than other roles from the students’ point of view. the teachers’ roles become essential since it will influence the whole process of teaching and learning to be more effective, which in turn will determine the success of the teaching and learning process. the effective teaching and learning process will occur if there is mutual understanding between the teachers and the students about what should be done and why by both parties (williams & burden, 1997), therefore the teachers take the important roles as mediator in selecting and shaping learning experience to the students (feuerstein, cited in williams & burden, 1997). the mutual understanding can be obtained from the students’ expectation of the teachers through their style in teaching (kassaian & ayatollah, 2010). this is because the teachers’ styles in teaching can influence how they deliver the materials, interact with the students and manage the learning activities. the ways the teachers teach are really influenced by their personality traits, behaviors and characteristics (grasha, 1996). peacock (2001) defined teaching style as the natural and habitual ways of a teacher in presenting new the information and skills in the classroom. in addition, conti (1989) stated that teaching styles related to the persistent qualities and characteristics of the teachers in the classroom and considered consistent in various situations. this means that the teachers’ teaching styles will remain constant even when the teachers use several teaching methods and techniques. in line with this, brown (2007:251) asserts that “teaching styles will almost always be consistent with teacher’s personality style, which can vary greatly from individual to individual”. therefore, teachers have different ways in managing their classes, interacting with their students and viewing their own roles as educators. however, cook (2008) argued that the teaching styles represented the dynamic 18 elements and changeable in teaching. thus, teachers may modify and adjust their styles in teaching based on the class experiences. on the other hand, students are simply unique as well as the teachers as viewed from the personality perspectives. as the humanistic approach introduced in the education, it comes with the notion that “humanistic education starts with the idea that students are different, and it strives to help students become more like themselves and less like each other”. (hamachek in williams & burden, 1997:36). therefore, every student learns and responds to any kinds of information received in unique manner. teachers can serve better to fulfill the students’ learning needs through the appropriate teaching styles. the students’ engagement the students’ engagement is closely related to the active participation of students in the learning activities. therefore, the students’ engagement is increasingly valued as the indicator of successful teaching and learning activities since the engaged students will participate actively and interested in the materials given. the students’ engagement can be defined as the student’s psychological investment and efforts in the learning process to understand and master the materials, skills and instructions given (newman, 1992). the engagement represents the students’ psychological and cognitive efforts in accomplishing the tasks, not only the amount of energy they need to complete the tasks assigned. the students are cognitively and intentionally involved in any learning activities. kuh et al. (2007) defined the students’ engagement as participation in educationally effective practices. the red line of these definitions is the students’ willingness, need, desire and compulsion to participate and be successful in the learning process. therefore, the engagement is different from motivation. it deals with the students’ attitude towards learning, students’ interest, time on task and enjoyment in the learning. the students’ engagement is more than involvement and participation. it requires feelings and sense making as well as activity (harper & quaye, 2009). fredricks, blumenfeld and paris (2004) identified three dimensions of students’ engagement as follows: a. affective engagement the affective engagement deals with the positive emotions during the learning activities. it may be in the form of interest, enjoyment and enthusiasm in the learning. 19 the students who are emotionally engaged would show the affective reasons in learning such as interest, enjoyment and sense of belonging. b. cognitive engagement the cognitive engagement related to the mental efforts in the learning activities. it involves the strategy used, concentration and metacognition. the students who are cognitively engaged would be invested in learning. they would seek to go beyond the requirements and enjoy the challenge. c. behavioral engagement the behavioral engagement can be measured from the observable behavior that the students posses during the learning. it can be in the form of time-on tasks, active participation in the discussion, asking questions, and any other positive behavior in the classroom. this engagement leads the students to comply with the prevailing behavioral norms like attendance and involvement. the students tend to demonstrate positive behavior towards learning. the teaching style teachers do not come to the classroom they teach by leaving all their life experiences, beliefs and expectation behind. rather, they are influenced and even shaped by those elements. (conti, 1990:80) clearly stated that “as a teacher, you do not randomly select your teaching style, and you do not constantly change your style, which in turn is a subset of your overall philosophy”. therefore, it can be said that there are as many teaching styles as there are teachers. however, there are always the common patterns showing the characteristics of styles in teaching. in general, teaching style refers to classroom behavior as carried out by the teacher. it is not restricted to a teaching method or technique. sometimes, the term “teaching style” may have the ambiguous interpretations with the teaching strategy. simply, teaching strategy related to the specific activities, which are used to enhance the method of instruction. while teaching style is associated with the teacher’s personal teaching and learning experience, educational background or even the cultural background. genc & ogan-bekiroglu (2004) defined teaching styles as the teachers’ behaviors and attitudes during the teaching process in the classroom. conti (1989) described teaching style as the overall traits and qualities that a teacher displays in the classrooms and that are consistent for various situations. the term ‘consistent’ means that the teaching style is persistent in various situation 20 and learning conditions. in other words, teachers’ teaching styles will remain the same even when they use different teaching techniques and strategies. however, cook (2008) argues that word ‘style’ reflects the element of dynamic and thus, it is changeable in teaching a language. accordingly, even though the teaching style is considered persistent, it does not mean that the teacher cannot modify or change their styles in teaching. they still can modify their teaching styles to adjust with the learning circumstances. the adjustment and modification of teaching style can provide a more successful learning and teaching experiences. the styles of teachers in teaching are influenced by the way they learn. stitt-goheds (2001) stated that most teachers teach based on the way they were taught. this means that teachers reflected their experience when they were students. how their teachers treated them during the teaching and learning process might inspire them in doing the similar ways. they tend to reflect what they got in their former experience to their students. therefore, teachers need to adjust their preference styles in teaching to reach their students respectively. grasha (1996) viewed styles in teaching as several aspects or elements that teachers show in every teaching and learning process. these elements include behaviors, roles, instructional practices, characteristics and beliefs. the teachers should avoid teaching as they were taught or simply repeating how they taught the last time because time is changing, and students’ development is changing as well. the teaching style categories there are several different categories of teaching styles proposed by various researchers. grasha (1996) proposed six models of teaching styles. they are expert, formal authority, personal model, facilitator, and delegator styles. a. expert style teachers with this type of style possess knowledge and expertise that students need. they strive to maintain status as an expert among students by displaying detailed knowledge and by challenging students to enhance their competence. they concerned with transmitting information and ensuring that students are well prepared. b. formal authority style teachers with this type of teaching style possess status among students because of knowledge and role as a teacher/ educator. they concerned with providing positive 21 and negative feedback, establishing learning goals, expectations, and rules of conduct for students. they also concerned with the correct, acceptable, and standard ways to do things and with providing students with the structure they need to learn. c. personal model style teachers with this type of teaching style believe in "teaching by personal example" and establish a prototype for how to think and behave. they oversee, guide, and direct by showing how to do things, and encourage students to observe and then to emulate the instructor's approach. d. facilitator style teachers with this type of teaching style emphasize the personal nature of teacherstudent interactions, guide and direct students by asking questions, exploring options, suggesting alternatives, and encourage them to develop criteria to make informed choices. the overall goal is to develop students’ capacity for independent action, initiative, and responsibility. they work with students on projects in a consultative fashion and try to provide as much support and encouragement as possible. e. delegator style teachers with this type of teaching style concerned with developing students' capacity to function in an autonomous fashion. students work independently on projects or as part of autonomous teams. the teacher is available at the request of students as a resource person. however, grasha (1996) suggested that categorizing the teachers’ teaching style into one of the five categories is considered “premature”. instead, each individual style is like different color on an artist palette, they can be blended together. therefore, he developed four clusters of teaching styles as follows: 1. cluster 1: expert/ formal authority style (i.e. traditional teacher-centered classroom processes). 2. cluster 2: personal model/ expert/ formal authority style (i.e. provides personal modeling, guiding and coaching) 3. cluster 3: facilitator/ personal model/ expert style (i.e. emphasizes on collaborative and student-centered learning processes) 4. cluster 4: delegator/ facilitator/ expert style (i.e. emphasizes on independent group and individual learning activities) 22 another category of teaching styles was proposed by sun (2007) who classified it into four different categories. they are authoritarian, democratic, laissez faire, and indifferent styles. the details of each category are as follows: authoritarian style authoritarian teachers are accustomed to have authority in the classroom. they establish all rules and regulations in class and specify particular consequences in the event of rules violation. democratic style democratic teachers set the expectations for students’ behavior and learning firmly. however, they tend to be flexible and responsive to various students’ needs. they give freedom to students to make their own decision in the teaching and learning process. laissez faire style teachers who exhibit this style in teaching are described as caring and nurturing because they provide emotional supports to the students. however, they emphasize on the independent learning and rarely set expectations for students. indifferent style indifferent teachers focus on their personal work. they rarely spend time with their students or give extra attention to students beyond the teaching and learning process. they offer little or no emotional support. in addition, they rarely establish rules in the classroom to control students’ learning experiences. in addition, cook (2008) classified teaching styles into six main classifications. he emphasizes the style in teaching english as a second and foreign language. the teaching style category she proposed involve academic style, audio lingual style, communicative style, taskbased learning style, mainstream efl style and other style. the academic style is described as the teaching style which focuses on grammatical explanation and translation. the audiolingual style emphasizes on teaching the spoken language through dialogues and drills. the communicative style focuses on teaching language for meaningful communication to let the students interact with people both inside and outside the classroom. the task-based learning (tbl) style focuses on teaching language through meaning-based tasks with definite outcomes. the mainstream efl style combines both academic and audio-lingual styles, while other styles looks beyond the language itself means that there are divergent styles and learners are free to choose the best style to suit their needs. however, the categorization of teaching styles as proposed by vivian cook (2008) seemed to expand the language teaching 23 methods or techniques, which are in the different area of the teaching styles as discussed in this paper. since teachers’ teaching styles are associated with the behavior or beliefs as they bring to the classroom. therefore, they are not restricted to the teaching methods or techniques (cooper, 2001; heimlich & norland, 2002; jarvis, 2004). previous studies on teaching styles many researchers (giles et.al. 2006; heimlich & norland, 2002; razak, ahmad & shad, 2007; soliven, 2006) found that teaching styles have fundamental elements to provide the students with good learning experiences and improve the students’ academic outcomes. kassaian & ayatollah (2010) conducted a research to find out the position of teaching styles and the optimal guidance in english language major. the findings showed that the students’ opinion with respect to their favorite teaching styles converge when the teaching styles are regarded as a part of guidance. the teachers’ opinions with respect to the students’ favorite teaching styles are situated and context dependable. this means that the teachers are more sensitive to the requirements of the courses they teach than their students are. wong (2015) conducted a research on the relationship between language learning styles and teaching style preferences of hong kong community college students and teachers in english for academic purposes (eap) context. he found that both students’ learning styles and teaching styles are flexible and have a reciprocal influence on each other. this means that the teachers’ styles in teaching influence them in giving the information, communicating with the students and supervising the coursework, and the students’ perceptions towards the teaching also influence the teachers’ style in teaching as well. other research conducted by farkas (2003) investigated the influence of teaching styles to the students’ learning style. he found that the students’ who receive teaching styles which matched their preferred learning styles showed more positive attitudes towards learning, more understand the people’s feelings and increase their ability to transfer what they have learnt during the learning process to other students. shaari, et al. (2014) also conducted a study to find a relationship between lecturers’ teaching styles and students’ academic engagement in a malaysian university. the study found that there was significant relationship between the lecturers’ teaching style with the students’ academic engagement. 24 however, the limited education research investigating the teaching styles in second/ foreign language education made this area to be regarded as an under research topic. peacock (2001) considered the teaching styles as an important and under-research aspect in the second/ foreign language learning. students’ engagement and teaching styles: are they related? “pedagogy should at its best be about what teachers do that not only help students to learn but actively strengthen their capacity to learn” (hargreaves, 2004:27). this notion presents the importance of the teachers’ roles in the teaching and learning process since what the teachers do will shape the learning experience of the students which in turn will influence the whole process of learning. the teachers’ efforts to strengthen the students’ capacity to learn become the essential factors since the students’ capacity to learn can be well observed through their engagement during the learning activities. the engagement of students becomes the crucial factors in learning since it closely related to the active participation of students in the learning activities. therefore, the students’ engagement is increasingly valued as the indicator of successful teaching and learning activities since the engaged students will participate actively and interested in the materials given. newman (1992) stated that students’ engagement involved the student’s psychological investment and efforts in the learning process to understand and master the materials, skills and instructions given. in other words, the engagement represents the students’ psychological and cognitive efforts in accomplishing the tasks, not only the amount of energy they need to complete the tasks assigned. the students are cognitively and intentionally involved in any learning activities. english teaching and learning process involves two main variables in the classrooms, teachers and students. therefore, the students’ ability and readiness to learn does not only depending on the students themselves, but also in the suitability of a teachers’ teaching style (felder & henrique, 1995). teachers play important roles in the instructional activities to achieve the learning objectives. the teachers’ roles become essential since it will influence the whole process of teaching and learning to be more effective, which in turn will determine the success of the teaching and learning process. 25 however, the effective teaching and learning process will occur if there is mutual understanding between the teachers and the students in the learning activities (williams & burden, 1997). the teachers know what to do in the classroom to encourage the students to actively involve in the learning and the students also know the importance of doing so in the classrooms. therefore, the teachers take the important roles as mediator in selecting and shaping learning experience to the students (feuerstein, cited in williams & burden, 1997). the mutual understanding can be obtained from the students’ expectation of the teachers through their style in teaching (kassaian & ayatollah, 2010). this is because the teachers’ styles in teaching can influence how they deliver the materials, interact with the students and manage the learning activities. one of the elements in engaging the students in the learning activities is through interaction (windham, 2005). in this case, interaction means the respectful relationship between the students and teachers, which can be built in the classroom. willms, friesen & milton (2009) conducted a survey to figure out what the students want in the learning. the survey revealed that the students wanted their teachers to know how they learn. the students expected that the teachers will consider and give attention on the students’ accomplishment in learning activities, whether they understand or misunderstand of the materials given. they hope that this will lead them to subsequent learning phase. this result showed that the students rely much on their teachers’ roles in the classroom to guide them in learning activities. it is clearly seen that the teaching styles of teachers hold crucial roles in shaping the students’ learning experience in the classroom since the teachers’ teaching styles related to the teachers’ behavior, beliefs and personality that they show in the classrooms. the survey also found that the students wanted the teachers to establish the good learning environment for them. the teaching styles of teachers play important roles in engaging the students in the learning activities since the teachers’ teaching style will shape the learning experience of the students and thus will affect their engagement in learning. when the teachers are successful in creating the positive classroom climate, the students’ engagement is on the right path. as stated by willms, friesten & milton (2009:35) that “students who describe their classroom disciplinary climate as positive are one and a half times more likely to report high levels of interest, motivation and enjoyment in learning”. conclusion 26 it has been widely argued that the optimal learning occurs when there is mutual agreement or understanding between the teachers and the students about what should be done and why by both parties (williams & burden, 1997) which can be referred to as reciprocity principle which often mismatched in the efl classrooms. the sensitivity of teachers towards the students’ expectations can be seen from their styles in teaching. therefore, when the mutual understanding is not obtained, the teachers often complain about the students’ lack of autonomy and independence in the learning activities while the students keep complaining about the teachers who do not give them enough guidance as expected. this situation may lead to the mismatch between the students and teachers’ expectations pertaining to their teaching styles because teachers do not come to the classroom they teach by leaving all their life experiences, beliefs and expectation behind. rather, they are influenced and even shaped by those elements from the above discussion, it is undeniable that the students’ engagement in the efl classrooms is really influenced by the teachers’ teaching styles. teachers hold the prominent roles in the classroom to shape and build the climate of the learning environment from beginning to the end of learning activities. the students’ engagement is regarded as the important component to encourage the skills and acquisition development through the students-centered learning. in addition, the environment of learning also has significant influence to the learning activities (shaari, et al., 2014). the environment which support the learning circumstances will give greater influence to the students’ engagement in the learning process. since there is still a lack of research in vocational school context in indonesia, it is advised that the research in the area of teaching styles can be conducted in vocational setting in indonesia. this is mostly because of the unique characteristics of vocational education along with the students in the learning activities. the differences of vocational and general high schools in indonesia are obviously reflected from the students’ registration, selection process up to the curriculum applied. for instance, it is very common in indonesia that the students are sorted into school type based on their entering test scores. the general high schools attract most of the high achievers. as the results, the low achievers tend to choose the vocational high schools. in addition, the curriculum of vocational education is different from general education for it has special characteristics to establish the students’ capacity suitable with the specific job performance. the capacity is accommodated in the vocational school curriculum comprising normative, adaptive and productive groups. moreover, there is also the on-the-job training 27 program, which has to be accomplished by all vocational students in their second year. the duration of the on-the-job training program ranges from 3 months up to 12 months depending on respective school policies. the students have to prepare well for this program since the results will determine the continuance of their study. this situation represents various colors in vocational education, which may lead to the disengagement of the students in the teaching and learning activities. these aspects showed the uniqueness of vocational high school, which in turn lead to special consideration required to its students to adjust with those special characteristics, especially in english teaching and learning. references brown, h. douglas. 2007. teaching by principles: an interactive approach to language pedagogy (3rd edition). pearson education inc. carini, r.; kuh, d.; klein, s. 2006. student engagement and student learning: testing the linkages. research in higher education, 47 (1), 1-32. conti, g.j. 1990. identifying your teaching style in m. gailbraith (ed.) adult learning methods. malabar, fl: krueger. conti, g. j. 1989. assessing teaching style in continuing education. in e. hayes (ed.), effective teaching styles (pp. 3-16). san francisco: jossey-bass. cook, vivian. 2008. second language learning and language teaching (fourth edition). london: hodder education:. cooper, c. 2001. foreign language teaching style and personality. foreign language annals, 34, 301-16. cothran, d. j., & ennis, c. d. 2000. building bridges to student engagement: communicating respect and care for students in urban high schools. journal of research and development in education, 33(4), 106-117. farkas, r. d. 2003. effects of traditional versus learning-styles instructional methods on middle school students. the journal of educational research, 97(1), 42-51. felder, r. m., & henriques, e. r. 1995. learning and teaching styles in foreign and second language education. foreign language annals, 28 (1), 21-31. fredricks, j.a., blumenfeld, p.c. & paris, a.h. 2004. school engagement: potential of the concept, state of the evidence. review of educational research. 74(1), pp. 59-109. genc, e., & ogan-bekiroglu, f. 2004. patterns in teaching styles of science teachers in florida and factors influencing their preferences. online submission 2004. giles, j., ryan, d. a. j., belliveau, g., de fritas, e., & casey, r. 2006. teaching style and learning in a quantitative classroom. active learning in higher education, 7(3), 213 225. 28 grasha, a. f. 1990. using traditional versus naturalistic approaches in assessing learning styles in college teaching. journal of excellence in college teaching, 1, 23-38 grasha, anthony. f. 1996. teaching with style. pittsburgh, pa: alliance publishers. hargreaves, d. h. 2004. learning for life: the foundations for lifelong learning. bristol: policy press. harper, s.r. & quaye, s.j. 2009. beyond sameness, with engagement and outcomes for all. in: student engagement in higher education, ny & london: routledge, pp. 1-15. heimlich, j. e., & norland, e. 2002. teaching style: where are we now? new directions for adult and continuing education, 93, 17-25. huba, m.e. & freed, j.e. 2000. learner-centered assessment on college campuses: shifting the focus from teaching to learning. needham heights, ma: allyn & bacon jarvis, p. 2004. adult education and lifelong learning: theory and practice. london,england: routledge. kassaian, zohreh & ayatollah, mohammad ali. 2010. teaching styles and optimal guidance in english language major. quarterly journal of research and planning in higher education, no. 55, 2010, pp. 131-152. kuh, g.d., kinzie, j., buckley, j.a., brdiges, b.k., & hayek, j.c. 2007. piercing together the student success puzzles: research, proportions & recommendations. ashe higher education report, vol. 32, no. 5. san fransisco: jossey-bass. mackenzie, allyson. 2015. promoting student engagement in the english as a foreign language classroom in a japanese university. journal of business administration, vol. 86, pp. 129-143. newman, p.r. 1992. conceptual models of student engagement. national center of effective secondary schools. university of wisconsin. peacock, m. 2001. match or mismatch? learning styles and teaching styles in efl. international journal of applied linguistics, 11(1), 1-20. petress, k. 2006. an operational definition of class participation. college student journal, 40 (4), 821-823. razak, n.a., ahmad, f., & shah, n.p. 2007. perceived and preferred teaching styles (methods) of english for specific purposes (esp) students. e-bangi: jurnal sains sosial dan kemanusiaan, 2(2). retrieved from http://journalarticle.ukm.my/1542/ shaari, a.s., yusoff, n.m., ghazali, i.m., osman, r.h. & dzahir, n.f.m. 2014. the relationship between lecturers’ teaching style and students’ academic engagement. social and behavioral science (118). 2014, pp. 10-20. soliven, s. r. 2003. teaching styles of high school physics teachers. retrieved from http://www.hiceducation.org/eduproceedings stern, h. h. 1992. issues and options in language teaching. oxford: oxford university press. stitt-gohdes, w. l. 2001. business education students' preferred learning styles and their teachers' preferred instructional styles: do they match?. delta phi epsilon journal, 43(3), 137-151. http://journalarticle.ukm.my/1542/ http://www.hiceducation.org/eduproceedings 29 sun, m.-y. & wang, c.-h. 2007. the relationship between teacher discipline and students learning motivation in school. journal of primary and secondary education research vol. 18, pp. 165-193. williams, marion & burden, robert l. 1997. psychology for language teachers. cambridge university press. willms, j. d. 2003. student engagement at school: a sense of belonging and participation. results from pisa 2000. paris: organization for economic co-operation and development (oecd). willms, j. d., friesen, s. & milton, p. 2009. what did you do in school today? transforming classrooms through social, academic and intellectual engagement. (first national report) toronto: canadian education association. windham, c. 2005. the student’s perspective. in d. oblinger & j. oblinger (eds), educating the net generation (pp. 5.1-5.16). boulder, co: educause. wang, z., bergin, d.a. & bergin, c.a. 2014. measuring engagement in fourth to twelft grade classrooms: the classroom engagement inventory. school psychology quarterly wong, w.l.h. 2015. a study of language learning style and teaching style preferences of hong kong community college students and teachers in english for academic purposes (eap) context. unpublished doctorate thesis. university of canterburry. ieee paper template in a4 (v1) 26 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. the effect of peer assessment towards students’ speaking skill at semester ii of university of muhammadiyah jambi 2018-2019 syilvia wenny j. 1 , rahmat fajar 2 economic development department, university of muhammadiyah jambi 1,2 syilviawenny@gmail.com abstract speaking subject performed at colleges, especially english language courses, is provided to students to actively develop english speaking skills. however, in fact there are still many students who are less taking advantage of the opportunities given. this has an impact on low student speaking skills. the purpose of the study was to investigate the influence of peer assessment of student speech skills in the second semester of economics development of stie muhammadiyah jambi the design of this research is aquasi experimental with a posttest-only control group design. the population of the study was the semester ii student of economics development of stie muhammadiyah jambi year 2018/2019. the population consisted of 75 students. this research sample was class a as the experimental class and b as the control class. both classes was taken the value of the speaking test which then be compared. the results of this study showed that students taught using peer assessment had better speaking skills than students taught using the teacher assessment. keywords: peer assessment; learning motivation; speaking skill introduction in english language learning for universities, the ability students to speak using english should be better than the previous level of education. this is due to the time spent that students already have in learning english and insight into the knowledge already gained. with the skills and insight that has been gained will impact the increasingly increasing motivation of students, especially in expressing ideas into the ability to speak. in this phase, the lecturer's task is to facilitate students with learning techniques focused on improving student's speaking skills, supporting learning media and providing feedback for students, so that the ability to students improved. but the expectations that were previously presented are still a problem for students. as found in students of economic development department, university of muhammadiyah jambi after preliminary research in class, it was found that the ability to speak english is still low. the preliminary research results in the form of 71.22% of students from 120 students got 45-55 points, 19.42% of students got less than 45 points, 6.47% of students got 56-65 points and only 2.88% of students got 66-80 points. from those percentages, some causes are found. firstly, the student-owned english vocabulary was still very limited. it was provenby the repetition of use of the same words in speech. it happened since students less interested in enriching vocabulary. they did not use the vocabulary introduced in speech. then, students did not use the correct language rules in speaking. then, students still had difficulties in developing ideas to speak. and they still got difficult in saying words in english. mailto:syilviawenny@gmail.com 27 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. to minimize the problems found above, the peer assessment was expected to be a strategy used in the teaching and learning process. by using a peer assessment, students were given the opportunity to give their friends a vote, and inserted them into a material improvement in the ability to speak. in addition, the peer assessment could also motivate students to improve their english proficiency. in addition, it could also build cooperation in the learning process. 1. speaking skill speaking is a process done to convey ideas into verbal and non-verbal word symbols. these symbols are the ones that are able to make the opponent speak to understand what is delivered. chameron (2001) reveals that speaking is the use of language to express meaning so that others are able to understand it. fulcher (2003) also adds that speaking was used to create listeners with the wording of the listener, so that it was meaningful to the listeners. it can be concluded that speaking is a way of sending a mind, expressing meaning and communicating with others using multiple symbols in many contexts. however, speaking is not an easy ability. it requires a lot of experience and practice especially when using foreign languages. luoma (2004) argues that speaking in foreign languages is difficult and needs a long time to learn. speakers should have many inputs from other abilities such as listening, writing and reading so that the content is created a good conversation. thornbury (2005) also mentions that speaking is complex because it contains some skills and knowledge such as features of language and independent knowledge (extra-linguistic ability). all these abilities are put together so that the speaker can create new thoughts. in speaking skill, there are two supporting skills that can be used by the speaker. it consists of micro and macro skills offered by brown and abeywickrama (2010). the micro skills consist of “phonemes and allophones, chunks of language, stress patterns, forms of words and phrases, lexical units or words, fluent speech at different rates of delivery, strategic devices, grammatical word, speech in natural constituents, particular meaning in different grammatical forms, and cohesive devices in spoken discourse”.and the macro skills are “completed the components of speaking skill. it consists ofcommunicative functions, sociolinguistics features, links and connections between events and communicate, nonverbal cues along with verbal language, speaking strategies”. in short, in communication, people have to deliver their ideas by having speaking. they speak because they have reason in it. they may speak in some types like imitative, intensive, responsive interactive and extensive. but in doing speaking, speakers need to have some experiences, practices, knowledge, and sub skills; micro and macro skills so that they can speak better for the next chance, especially for the second language learners. 2. speaking assessment brown (2001) mentions there are five components of the ability to speak grammar, vocabulary, comprehension, fluency, pronunciation, and grammar, vocabulary, comprehension, flux and pronunciation and dialogue content. this theory will be used in assessing the student's speaking skills in this study, as several sections have been studied as they study in the classroom. brown‟s theory was modified in this 28 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. casse, the "dialogue content" component is removed, because in this training students will be asked to present themselves (monologues). 3.peer assessment peer assessment is a strategy that includes peers to assess our capabilities. according to mckay (2006), peer assessmet is a strategy that can be used as supporting class assessments. noonan and duncan (2005) added that the peer assessment is a strategy that engages students in appraisal the peers that bias is assumed to be a form of cooperation in the learning activities. when peer make mistakes, other friends give judgment and criticism so that the same mistakes can be minimised in the future. benefits of peer assessment there are some benefits of peer assessment. harmer (2007: 150) states that “peer assessment encourages students to monitor each other and as a result helps them to become better at self monitoring”. bryan and clegg (2006: 106) add that peer assessment confers on students an active role in the feedback process. students‟ assessing will make their peer become more efficient in monitoring their progress in improving their skill. according to black, et.al (2003: 50) “peer assessment is considered „uniquely valuable‟ because it motivates students to be more careful in the work they do, it amplifies the student voice in the learning process, and their learning is improved”. it is caused by peer assessment that “it can help each other to make sense of the gaps in their learning and understanding and to get a more sophisticated grasp of the learning process” (spiller, 2012: 11). those explanations support brown and abeywickrama (2010: 145) who state that “peer assessment is simply one arm of a plethora of tasks and procedures within the domain of learner-centered and collaborative education”. to conclude, peer assessment is involving students in assessing their peers. it affects to them directly. they will feel confident because they have a belief in assessing their peers. besides, their motivation also rises up because they will try to avoid the mistake or error in learning. when they have their confident and increase their motivation, it leads them to activate their participation in learning. by having all those benefits, they can achieve the aim of learning. method this research is a quasi-experimental study. researchers manipulated one independent variable later, observing the influence of dependent variables. here, researchers investigated the effects of independent variable assessments; peer assessment of dependent variables i.e. speaking skills. this research design was a control group design only posttest. no pre-test was given to the group (controls and treatment groups) to control the effects of simple testing and interaction between testing and treatment. the population of research was student of semester ii of economic development department, university of muhammadiyah jambi academic year 2018/2019. the population consisted of 77 students. this research samples were class a as the experimental class and b as the control class. 29 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. researchers collected data from students who spoke after giving treatment; peer assessment and assessment of teachers. researchers gave the test a monologous talk to students for both classes. at the end of the meeting, students were asked to speak in front of the class about specific topics they liked for about 3 minutes. their talks were also recorded to facilitate their assessment based on the speaking skills indicator in the score rubric adapted by brown. there are five components, grammar, vocabulary, pronunciation, smoothness and content. each indicator has the highest score of 5 and the lowest score is 1. findings and discussion there were 77 students of semester 2 from the students economic development department, university of muhammadiyah jambi year 2018/2019. they spread into 2 classes. and in this study, both classes were taken as samples; the a class consisted of 36 students as an experimental class and class b consisted of 41 students as a control class. the peer assessment was treated to experimental classes, while lecturers ' assessments were treated in the control class. in acquiring the data of students ' speaking skills, posttest was used. as mentioned earlier that both classes had different treatment. experimental classes applied peer assessments and control classes to apply lecturer assessments. a summary of the data from both classes is shown in the table below: table 1.experimental classroom speaking score summary class n mean sd max min eksperiment 36 77.39 8.36 90 60 kontrol 41 71.07 7.59 84 60 in getting scores, rubric scores of speakingwere multiplied by four to get 100. it can be seen from the table above, there were 36 students. the highest score was 90, while the lowest score was 60. the average score of that data is 77.39. in the control class, there were 41 students. the highest score was 84 and the lowest score was 60. the average score of that data was 71.07. before getting the end result of the data, a test of normality was performed for data-ability speech results to ensure that the data was normally distributed. the results of the normality test can be seen from the following table: table 2.summary test normality of speaking ability variabel class n lobserved ltable note 30 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. speaking skill experiment 36 0.11336 0.1454 normal control 41 0.1356 0.1373 normal then to test the hypothesis used test t. results of the speech ability of both classes can be seen from the following table: table 3.summary t-test of speaking ability for experimental and control classes assessment tobserved ttable note peer assessment 3.47 1.66 ha: accepted from the results above, it can be concluded that the value of the observed t was greater than in the value of the table t. it could be indicated that ho ¬ rejected and ha accepted. based on statistical analysis of the hypothesis testing, it was found that the average value of students in the experiment class was higher than that of the students in the control class. it means that students taught using a peer assessment got better results in speaking than those taught using the teacher's judgment. this was in line with the findings of research conducted by ahangarai, rassekh and hamed (2013). they found that the "average peer assessment score was 3.64 which was slightly higher than the 3.42 assessed by the teacher". it happens because the teaching process is focused on students. topping (1998:250) defines that "peer assessment as a setting in which individuals consider the number, level, value, value, quality of product success or learning outcomes of similar peer status ". based on this definition, it was clearly defined that the peer assessment allows students to contribute their contributions to their peers who are expected to make their colleague's speaking skills increase. in this study, contributions were given after their companions spoke in front of the class. when delivering, students pay attention to contributions to make it easier to remember them and avoid the same mistakes. implementing a peer assessment provides better outcomes for speaking students than those who did not apply a peer assessment. in the teaching process, students were grouped into five students. at each meeting, students were required to present their ideas in front of the class. during the presentation, another group rated their friends. as harmer (1994:80) suggests that "peer assessment must be conducted during activities so that the students conducting the activity get feedback immediately thereafter". later, when the group has completed their presentation, they are given questions related to the content as well as contributions that have been noted previously. note that students getting from their colleagues will be feedback in improving their speaking skills for 31 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. subsequent presentations. this activity makes students examine their associates and provide some input to their peers as well as themselves. it is in line with harmer (2007:150) stating that "peer assessment encourages students to monitor each other and as a result helps them to become better at self-monitoring". in addition, brown and abeywickrama (2010:145) believe that a "peer assessment is just one arm of a large number of tasks and procedures in an educational domain centered on learners and collaboratively. proven in this study that students become active learners, they give feedback and tell what they know about talking well. the lecturer was only as a facilitator at the time. on the other hand, students who were taught using teacher assessment did not get better results. they were asked to present their ideas in front of the class, and other friends only paid attention to them. when they were done, their friend commented or questioned related to the content. in the end, the lecturer commented on the student who just did, it could be quality, error occurred, clear strength like what o'malley and pierce suggested (1996:43) "that the teacher's comments should be brief and discuss the sample of a particular job. comments should include strengths and weaknesses in student work ". and it continues to the next presenter. here, some students do not quite pay attention to the teacher's judgment while some students record feedback from the lecturers. for students who note the lecturer's comments, it does not show them to remember what has been commented on for their presentation, so that the same mistakes occur. in short, experimental and control classes were given the same material and a good teaching process. they differed from the assessments applied; peer assessment and assessment of teachers. and it was discovered that students who were taught using the peer assessment got better results in speaking than those taught using the teacher's judgment. conclusions based on the research findings above, it could be concluded that: 1. students taught using a peer assessment had better speaking skills than students were taught using teacher assessments. the average value of students taught using the peer assessment was 77.39 and students who were taught using the teacher's judgment were 71.07. this study offered some implications for teaching english especially teaching speaking. it was found that using a peer assessment was more effective than using a lecturer assessment in teaching speech in the 2nd semester of stie muhammadiyah jambi. teaching speaking by using a peer assessment has a more positive effect to improve speech than using a lecturer's assessment. this assessment leads students to be more active in conveying their ideas. based on the findings and conclusions above, some suggestions will be proposed, as follows: a. it is advisable for english lecturers at stie muhammadiyah jambi to apply the peer assessment as a variation of the speaking teaching strategy. 32 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. b. it is recommended for subsequent researchers to develop other research relevant to this research. in addition, they are also advised to do the same research for other skills. references ahangari, saedeh, rassekh, &hamed. 2013. the effect of peer assessment on oral presentation in an efl context. international journal of applied linguistics & english literature. vol. 2 no. 3; may 2013. black. p., harrison, c., lee, c., marshall, b., & william, d. 2003. assessment for learning: putting it intopractie. maidenhead: open university press. bryan, c. & clegg, k. 2006. innovative assessment in higher education. new york: taylor & francis. brown, h. d. 2001. teaching by principles an interactive approach to language pedagogy (2 nd ed.). new york: longman. brown, h. d &abeywickrama, p. 2010. language assessment principles and classroom practices. new york: longman. cameron, l. 2001. teaching language to young learners. london: cambridge university press. fulcher, g. 2003. teaching second language. new york: longman. harmer, j. 2007. the practice of english language teaching (4 th ed.). london: longman. luama, s. 2004. assessing speaking. cambridge: cambridge university press. mckay, penny. 2006. assessing young language learners. cambridge: cambridge university press. noonan, b & duncan, c.r . 2005. practical assessment, research & evaluation. peer and self assessment in high schools.vol 10 number 17, november 2005. spiller, d. (2012).assessment matters: self assessment and peer assessment, teaching development unit. university of waikato. retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/9_selfpeerassessment.pdf thornbury, scott. toronto: 2005. how to teach speaking. new york: longman. topping, k. 1998. peer-assessment between students in colleges and universities. review of educational research. 19(1), 69-75. http://www.waikato.ac.nz/tdu/pdf/booklets/9_selfpeerassessment.pdf 78 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. vocabulary learning strategy employed by highachiever university students at malang zizhi meyretha putri. 1 , erly wahyuni 2 english language education department, university of muhammadiyah malang– indonesia 1 ; english language education department, university of muhammadiyah malang– indonesia 2 zizhi.meyretha@gmail.com; abstract learners should learn english language basic skills and also the components such as grammar, pronunciation, and vocabulary. the learners will have a difficulty in understanding interlocutor’s mean or expressing their ideas without having a sufficient vocabulary. in learning vocabulary, students may have various strategies used to improve their vocabulary. high-achiever students are considered as students who perform well in school and have a high academic achievement. this research is conducted to find out the most common strategy in learning vocabulary used by high achiever students and the reasons in choosing the strategy. mixed methods, which combine quantitative and qualitative research design was applied for this research. then, the instruments of this research are questionnaire and interview. the researcher takes seventh-semester highachiever students as population and 26 high-achiever students who have grade point average (gpa) 3, 51 above were taken as the sample of this research. the result showed that the most common strategy employed by high-achiever student is cognitive strategy with mean score of 79.8. the strategies involved were note-taking, highlighting, analyzing, dictionary-use, etc. the high-achiever students preferred to use cognitive strategy because it helped them in learning english skill, easy to apply, to make them speak english well, effective and also it is comfortable to use during learning process therefore, appropriate learning strategies would help the students perform their english well. keywords: learning strategy, vocabulary, high achiever introduction along with the advance of the era into the era of globalization, english as an international language helps us in touch with the other side of the world. therefore, in indonesia, all students are expected to master english language very well. to master english language well, learners should learn english language basic skills and also the components. according to oxford (1990), generally, english language skills are divided into four modalities; receptive skills (listening and reading), and productive skills (speaking and writing). the components of english language include phonology, pragmatics, semantics, and syntax. these components are known as grammar, pronunciation, and vocabulary. as stated by alqahtani (2015), vocabulary means the number of words which are needed to convey ideas and utter the meaning of the speaker's mailto:zizhi.meyretha@gmail.com 79 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. substance. vocabulary is essential to english language because without having a sufficient vocabulary, the learners will have a difficulty in understanding others’ mean or expressing their ideas. therefore, the use of strategy in learning vocabulary is an important thing in order to assist student’s vocabulary mastery. for the teacher, the use of strategy can facilitate and stimulate the interests of students' in learning english. in addition, leeke and shaw (as cited in hashemi and hadavi, 2014) emphasized that having an effective strategy in learning vocabulary is very important for learners. the learners will be more interested in learning because they can choose the learning strategy that suits them. o'malley and chamot (as quoted in hardan, 2013) defined strategies are the thought and behavior that learners use to help them comprehend, learn, or retain information. thus without the strategy, the learners will face difficulties in gaining the knowledge or information which they need to learn. learning strategies may help learners overcome the language task difficulties to improve their learning. then, cameron (as cited in boonkongsaen, 2012) states that vocabulary learning strategy helps the learners to understand and remember vocabulary items. in learning english vocabulary, the choice of vocabulary learning strategy determines the success of the english vocabulary mastery which will impact on the increase of their communication skills. high-achiever students are considered as students who perform well in school and have a high academic achievement(zohar et.al, 2001). also, stated in burrow, et.al (2012), high achiever can be identified succinctly by his or her strong gpa, which means the students in the class who are considered as high achievers can be identified by the gpa score. hence, the high achiever students who are good in academic and have high gpa score develop their own effective and efficient strategies which suit themselves in the learning process to acquire better achievement. the researcher chose to analyze high-achiever students in order to make this research as a reference for usual students to employ learning vocabulary strategy as same as high achievers students.in addition, the purpose of this study is to find out the most common strategy in learning vocabulary used by highachiever students and the reasons in choosing the strategy. learning strategies generally, learning means the process of acquiring a knowledge or skill by studying, practicing, or experiencing. brown (2007:119) defined strategy as “a specific way that can be employed to approach a task or problem, modes to achieve a particular end and a design for controlling particular information.” in other words, a strategy is an action that is used to achieve a success or accomplish objectives. in learning, strategies can be described as the tool to gain the goals of 80 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the learning process. therefore, it can be concluded that learning strategies are the learner's way or the approaches that are used to achieve the objective of learning or assist the learning process. classification of strategies oxford (1990) has different learning strategies taxonomy as follows. there are direct strategies and indirect strategies. direct strategy means that it directly involved with the target language. the group of direct strategies is memory strategy, cognitive strategy, and compensation strategy. memory strategies assist learners in storing and obtain new knowledge, it involves grouping, associating or relating a piece of information to another, placing new words into a context, using imagery, using keywords, representing sounds in memory, structured reviewing, using physical response or sensation, and using mechanical techniques. in cognitive strategies practicing strategies is among the most important strategies. the cognitive strategies involve practicing, receiving and sending messages, analyzing and reasoning, taking notes, summarizing, and highlighting. then, the last strategies of direct strategies are compensation strategies. compensation strategies are aimed to form enough supply of grammar, especially vocabulary. it consists of guessing intelligently in listening and reading and overcoming limitations in speaking and writing. moreover, the indirect strategies support language learning without directly involving the target language. the strategies are divided into three: metacognitive, affective, and social. in metacognitive strategies, the learners allow to make their own understanding using centering, arranging, planning and evaluating. for centering the material the learners able to apply some of the strategies which are associating with an already known material, paying attention to language learning task, and delaying speech production to focus on listening. for planning to get the most out the learning material the learners can use several strategies such as finding out about language learning, organizing the schedule and the environment, setting goals and objectives, deciding the purpose of typical language task involving the four english skills, planning for a task, finding the time to practice. in evaluating the planning, the learners can evaluate themselves by using strategies which are included observing and learning from errors and evaluating the learners' overall progress. affective strategies support the learners in term of emotion, motivations, and attitudes. the affective strategies can be identified by lowering the anxiety, encouraging themselves, and taking the emotional temperature. 81 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. lastly, social strategies assist students to learn through interaction with others. there are three sets of social strategies, such as asking questions, cooperating with others, and empathizing with others. vocabulary vocabulary means the number of words which are needed to convey ideas and utter the speaker’s meaning(alqahtani, 2015). it is one of the english language components that support the speaking, reading, writing, and listening skill. even by mastering the grammatical form, the learner will not be able to communicate in a foreign language without mastering the vocabulary. therefore, having a large vocabulary will help the learners to express the idea precisely when communicate. nation (2001) states that the number of words that are needed by the reader to comfortably read and comprehend the un-simplified text is 3,000 words minimum. meanwhile, to be able to write an essay, it takes about 2,000 to 3,000 vocabulary added with a number of academic words or written material related to the aim of the writing. all in all, it is very important to learn and understand vocabulary in learning english language, because by learning, understanding, and memorizing the vocabulary of english language, the students are expected to apply the vocabulary in speaking, communicating, or comprehending a text. high achiever according to burrow, et.al (2012), high-achiever students can be identified succinctly by his or her strong grade point average (gpa). the gpa determines the standardized way for a college to evaluate the student’s academic virtue. according to chancellor's decision on academic regulations (number 15, 2010), the accumulative grade point average divided into three: satisfactory with2.00-2.75, very satisfactory with 2.76-3.50, and cum laude with 3.51-4.00. therefore, the researcher conceives that the students who have strong or high gpa are those who are included in a cum laude group. as also stated in english for specific purposes (esp) transcript, qualification of cum laude can be achieved if the student has 3.51 or higher gpa. besides, the students who perform well in school and have high academic achievement also considered as students who are high achieving in learning(zohar et.al, 2001). moreover, the high achievers have better study orientation, have study habits, and attitude(sarwar, et.al, 2009). 82 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. method due to this research, the researcher ascertains to use mixed methods. the researcher applied these research designs because the researcher involved the analysis of both data forms. as stated by creswell (2014), mixed method combines elements of qualitative and quantitative approaches which makes mixed method presents between them. moreover, according to angrosino (2007:1),“qualitative research tries to understand the details of an event or action in order to found the meaning, definition, concept, characteristic, and descriptions. based on this research, the qualitative research design would be able to answer what strategies are employed by the high achiever students in learning vocabulary including the reasons for choosing the strategies. on the other hand, quantitative research helped the researcher to find the most common strategy by calculating the mean score of the questionnaire answers. the population of this study was the high-achiever students of a university in malang. the total number the students at seventh-semester was 213 students. in this study, the researcher took students who had gpa 3.51 and above. there were 103 students that considered as high achievers. the researcher used purposive sampling because she needed typical criterion in order to achieve the goal of the research. according to arikunto (2010), if the population is less than 100, all of the population is taken as the sample. if the population is more than 100, the researcher can take 10% 15% or 20% 25% or more of the population as the sample. based on the statement above, the researcher took 25% of the population (103 students) that was 26 high achiever students. to get the data in a research, closed-ended questionnaires (adapted from waskito, 2005) were employed. the questionnaires dig out learning strategy and oxford’s theory about learning strategy and a semi or partially structured interview as the instruments for this research. procedure in collecting the data, the researcher applied five steps: (a) distributing the questionnaires by using google form for 26 high-achiever students in the academic year 2015-2016, (b) completing the questionnaire and collects the data from the entire participants, (c)confirming the participants' response to the questionnaire also to identify the reason for choosing the strategy by conducting the interview, (d) noting down all the important points related to the reason of choosing the strategy in learning vocabulary, (e) interpreting the result of the interview. in data analysis, the researcher organized some procedures as follows; (a) tabulating the students’ questionnaire data,(b) calculating the students’ questionnaire data, (c) formulating the result 𝑀 = σ𝑥 𝑁 (m: mean score, x: total 83 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. score, n: number of the items), (d) describing the result of the study, (e)concluding the result of the study. findings and discussion findings the most common strategy in learning vocabulary employed by high achievers students in this research, there are six learning strategies; memory strategy, cognitive strategy, meta-cognitive strategy, affective strategy, social strategy and compensation strategy (oxford, 1990). the result of questionnaire about the most common strategy used by high achiever students can be seen below. table 1. the most common strategy in learning vocabulary employed by high-achiever students learning strategies items scores total score means always often sometimes never nm scr nm scr nm scr nm scr memory strategies 1 1 4 15 45 10 20 0 0 349 69.8 2 4 16 3 9 11 22 8 8 3 5 20 14 42 7 14 0 0 4 9 36 10 30 7 14 0 0 5 5 20 9 27 10 20 2 2 total 24 96 51 153 45 90 10 10 cognitive strategies 1 6 24 15 45 5 10 0 0 399 79.8 2 5 20 13 39 7 14 1 1 3 16 64 10 30 0 0 0 0 4 7 28 10 30 9 18 0 0 5 6 24 12 36 8 16 0 0 total 40 160 60 180 29 58 1 1 metacognitive strategies 1 7 28 8 24 11 22 0 0 351 70.2 2 4 16 8 24 10 20 4 4 3 5 20 7 21 14 28 0 0 4 2 8 9 27 12 24 3 3 5 10 40 10 30 6 12 0 0 total 28 112 42 126 53 106 7 7 affective strategies 1 11 44 11 33 4 8 0 0 379 75.8 2 5 20 10 30 11 22 0 0 3 5 20 12 36 7 14 2 2 4 4 16 12 36 10 20 1 1 5 8 32 9 27 9 18 0 0 total 33 132 54 162 41 82 3 3 social strategies 1 1 4 7 21 6 12 12 12 322 64.4 2 2 8 5 15 16 32 3 3 3 8 32 7 21 10 20 1 1 4 4 16 6 18 12 24 4 4 5 7 28 11 33 9 18 0 0 84 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. note:  total score is the total of each score from always, often, sometimes, and never  means is the result of total score divided by the numbers of the items (5) for the most common learning strategy scoring, the researcher gathered the twenty six (26) respondents’ answer by using some criteria; always (a), often (o), sometimes (s), and never (n). the point values of each statement were: always: 4, often: 3, sometimes: 2, never: 1. based on the result of the questionnaire, it shows that the biggest mean score was achieved by cognitive strategies with 79.8. it was followed by compensation strategies 76.6; affective strategies 75.8; metacognitive strategies 70.2; memory strategies 69.8 and last social strategies with 64.4 mean score. the cognitive strategy was common learning strategies in learning strategy employed by the learners. the reasons in choosing the strategy the most common strategy used by the high-achiever students in learning vocabulary is cognitive strategy with the mean score of 79.8. during the interview, the respondents were asked about the reasons of choosing the strategy. there were twelve students who were categorized using cognitive strategies in learning vocabulary. the reasons of the twelve high-achiever students in choosing cognitive strategies are described as follows. a. habitual strategy as mentioned by one of the high achiever students, ptr, the strategy was introduced by her mentor by taking notes and highlighting. she has been applied the strategy since then. the statement of the respondents was stated as follows; “i apply that strategy when i was in elementary school and also when i was in junior high school i took a course and my mentor gives me a way to make leaning vocabulary easier by taking notes when my mentor gives new words and also always makes highlights in my notes. i still use the strategy until now.” b. the strategy is helpful total 22 88 36 108 53 106 20 20 compensation strategies 1 13 52 9 27 4 8 0 0 383 76.6 2 9 36 8 24 8 16 1 1 3 7 28 14 42 5 10 0 0 4 10 40 13 39 3 6 0 0 5 2 8 5 15 12 24 7 7 total 41 164 49 147 32 64 8 8 85 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. during the interview, some high achiever students mentioned that based on the experience of employing cognitive strategy, they found cognitive strategy very helpful. “i think the strategy is really helpful based on my experience and most of my friends have the same point with me when the lecturer delivered the material we usually take notes and try to imitate the lecturer so we know how to pronunciation the words correctly.” also, student ir said in her interview that cognitive strategy helps her to learn new vocabulary that were found during the learning process. the statement of the respondents was stated as follows; “actually i do not fully aware i use those strategy but it helps me to learn the new vocabulary that i found” additionally, by employing certain cognitive strategy such as note-taking during learning vocabulary could help the high achiever student to learn english better. it happened to student shn. the reason of her in choosing the strategy as stated as follows; “i choose a cognitive strategy as the best strategy for my studying process. this strategy helps me to learn english better. when i feel difficult to memorize new vocabulary, i can take a note of new vocabulary, and i can use it in my daily activity so it feels easier to learn english”. ultimately, not only helps high achiever students in learning english better but also in memorizing the new words. the statement of this were presented as follows; “by using cognitive strategy, it helps me to memorize new words by using the meaning in bahasa, and use it in my daily activity so it can help my mind to always remember the difficult words.” c. it is the easiest strategy and easy to apply four of twelve students employed cognitive strategy because it makes them easier to practice in learning process and cognitive strategy considered easy to apply. one of the high achiever students, student nar stated in her interview that cognitive strategy helps her to gain more vocabulary by taking note and doing highlight on the unfamiliar words. besides, it also eases the student practice in learning process. the example is related to this condition were described in following interview extract. 86 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. “i use cognitive strategy because it is easier for me to practice in learning process.when i was in third semester, one of the lecturer said that when you want to learn vocabulary you better to highlight the vocabulary and take a note, analyze that and you can practice it in learning and the end of your learning activity.” meanwhile, students dk, mrf, and sip said in their interview that cognitive strategy is an easy strategy to apply. their statements about this condition are as follows; “it is the easiest strategy that i have ever used.” “the reason why i use that strategy because i find it useful and it is really easy to apply and it helps a lot” “i found the strategy is easy to apply and effective for me in improving my english skill.” d. to speak english well one of the high achiever said that the reason in choosing cognitive strategy in learning vocabulary because in order to speak english well. the example is related to this condition were described in following interview extract. “my reason to use the cognitive strategy in learning vocabulary in order to speak english well and i can increase my vocabulary.” e. the strategy is effective student nh, one of the high achiever student, employed cognitive strategy in learning vocabulary because it is effective for her. the high achiever’s statement about this case presented as follows; “because i think it is very effective. i have a book which contains of many vocabulary that i have never know before. so, i started to write that book since in first grade or second grade of high school. when teacher explained some material that i do not know the meaning i directly asked them or look on the dictionary to find the meaning. it is very effective because i can read it many times and i can directly practice it.” f. the strategy is comfortable to use last reason of high-achiever students in choosing cognitive strategy as a tool to improve the vocabulary learning because the student is comfortable to employ the cognitive strategy. this case happened to student af. the statement will presented as follows; “i actually have no specific reason why i chose those strategies. it is just because i feel comfortable using those ways and it suitable for me.” 87 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. discussion based on the questionnaire on strategy in learning strategy, it was found that all of the six learning strategies were employed by the high achiever students. the results of this current study described the most common strategy in learning vocabulary employed by high achiever students was cognitive strategy. the cognitive strategy took 79,8 by mean score as the most common strategy employed by the high achiever students. according to oxford (1990), cognitive strategy categorized as the most important strategy to apply during learning process. it involved practicing, receiving and sending messages, analyzing and reasoning, taking notes, summarizing, and highlighting. the statement above is suitable with the students’ replies about cognitive strategy. students uttered that cognitive strategy helped them learn vocabulary easily. one of the most popular reasons stated by the respondents is that by taking notes and highlighting the unfamiliar words helped them learning better, especially to memorize the difficult vocabulary by taking a note to write new information. note-taking strategies is categorized as cognitive strategies (gu and johnson,1996). in addition, the other popular reason is because cognitive strategy considered easy to apply by them in learning vocabulary. all in all, the result of this research explained that students who categorized as the high-achiever had their own typical way in learning vocabulary and used various strategy in assisting them in improving the english skill. using strategy in learning knowledge especially in learning vocabulary is very important. schumaker and deshler (2006, as cited in protheroe and clarke, 2008) defined strategy as the approach to a task of an individual. therefore, it involved how that individual thinks, acts while planning, executing, and performing the task and also the outcomes. hence, strategy in learning vocabulary could affect students’ achievement in learning process which could be divided into high achiever and low achiever students. because of some difficulties that could be found during learning vocabulary, not all of students could develop their english skill. in contrast, there are also students who can learn english faster and easier rather than other even though they were taught by the same lecturer. in this case, they achieved gpa greater than others. twelve out of twenty-six high achievers preferred to practice their english by using cognitive strategy such as taking notes, imitating what the teacher say, dictionary-use, analyzing, and other ways. therefore, appropriate learning strategies would help the students to perform and master english well. 88 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. conclusion this study found out that the most common strategy employed by high achiever students is cognitive strategy with mean score of 79.8.the high achiever students who preferred cognitive strategy believed that cognitive strategy really helps them to obtain new information about new words or vocabulary. some of the students selected the strategies because by doing strategies such as note-taking, practicing, analyzing and summarizing, highlighting, imitating teacher, finding difficult words in dictionary could assist them to improve the english skill such as reading, writing, speaking, listening. references alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21-34.doi: 10.20472/te.2015.3.3.002 angrosino, m. v. (2007). naturalistic observation. california: left coast press. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. boonkongsaen, n. (2012). factors affecting vocabulary learning strategies: a synthesized study. naresuan university journal,20(2), 45-53. retrieved from http://www.journal.nu.ac.th/nujst/article/view/6/7 brown, h. d. (2007). principles of language learning and teaching (5 th ed.) new jersey: pearson education. burrow, j., dooley, m., wright, t., & declou, l. (2012). a report on the postsecondary decisions of high-achieving students in ontario. toronto: toronto higher education quality council of toronto. creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches. london: sage publication, inc. gu, y., & johnson, r. k. (1996). vocabulary learning strategies and language learning outcomes. language learning 46(4), 643-679.doi: 10.5539/ass.v12n10p174 hardan, a. a. (2013). language learning strategies: a general overview. procedia-social and behavioral sciences. doi: 106. 10.1016/j.sbspro.2013.12.194. 89 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. hashemi, z., & hadavi, m. (2015). investigation of vocabulary learning strategies among efl iranian medical sciences students. procedia-social and behavioral sciences. doi: 192. 629-637. 10.1016/j.sbspro.2015.06.110. nation, i.s.p. (2001). learning vocabulary in another language. cambridge: cambridge university press. oxford, r. l. (1990). language learning strategies : what every teacher should know. australia: heinle cengage learning. protheroe, n., & clarke, s. (2008). learning strategies as a key to student success. principal. retrieved from https://www.naesp.org/sites/default/files/resources/2/principal/2008/ndp33.pdf universitas muhammadiyah malang. (2011). peraturan akademik no 15. malang. waskito, a. (2005). a study on strategies of learning vocabulary employed by english department students at muhammadiyah university of malang .bachelors degree (s1) theses, university of muhammadiyah malang, malang. zohar, a., degani, a., & vaaknin, e. (2001). teachers' beliefs about low achieving students and higher order thinking. teaching and teacher education. retrieved from(http://www.sciencedirect.com/science/article/pii/s0742051x010000 75) https://www.naesp.org/sites/default/files/resources/2/principal/2008/n-dp33.pdf https://www.naesp.org/sites/default/files/resources/2/principal/2008/n-dp33.pdf 65 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. anxiety on students’ listening comprehension in university students in malang santi prastiyowati english language education department, university of muhammadiyah malang– indonesia prastiyo@umm.ac.id abstract this study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of efl learners in malang. this study employs mixed research method, involving forty-eight participants. to gather the data, questionnaires and interview on students’ anxiety are used as the instrument. the results of the study revealed that the students were mostly in moderate-level of anxiety. the anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. both contributed to students’ anxiety in their listening performance.another finding addressed factors which cause students’ anxiety. it can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. teachers’ factor related to teachers’’ characteristic and condition. students’ factors closely related to students’ performance in listening activity. listening material included listening difficulty and material. other factors included environmental factors and other situation which was not mentioned in above three factors. key words: listening anxiety, listening comprehension introduction listening has been assumed as a difficult skill. listening comprehension, however, involves an active process that enables the listeners form meaning. the listeners may use marks from appropriate information and their prior knowledge, whereas using various strategic resources to achieve the assignment (o’malley, chamot, and kupper, 1989, as cited in ahmadi, 2016). listening comprehension complexity can frequently cause irritation and anxiety among second or foreign language learners (graham, 2006, as cited in pan, 2016). moreover, anxiety is an affective factor that widely obstructs the learning process. it is associated withnegative feelings such as uneasiness, frustration, self-doubt, apprehension and tension (fang, 2011). in addition, second language anxiety may stronglyaffect motivation and generates a negative affective response to the language being learned (gardner et al., as cited in tahsildar and yusoff, 2014). listening anxiety affects not only mailto:prastiyo@umm.ac.id 66 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. listening comprehension but also listening ability. listeners’ anxiety will dissolve their focus on the listening material, the sensitivity of auditory organ and reaction will be weakened, and such factors limit the amount of comprehensible input. anxiety refers to the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system(spielberger, 1983, as quoted in pan, 2016). furthermore, language anxiety is defined as a fear or apprehension occurring when a learner is expected to perform in the second or foreign language. ” anxiety is one of the vital individual differences that is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (pan, 2016). concerning the impact of anxiety on foreign language learning, two types of anxiety exist, facilitating or debilitating. facilitating anxiety can act as a motivator of the learners while debilitating anxiety linked to language skills like listening causes learners to avoid the language learning process (ellis, as quoted in zhang, 2012). learners’ listening anxiety varies according to their level of ability in foreign language listening. additionally, the reasons of listening anxiety might be attributed to the problematic nature of listening, nature of the speech, level of difficulty, lack of clarity, lack of visual support, lack of repetition, spontaneous speech, fast speech, and unfamiliar accents/topics (vogely, 1998 as quoted in pan, 2016). the objective of the study is to reveal the level of anxiety encountered by university students in malang and describe the factors causing the anxiety. anxiety anxiety may develop in every individual’s life. freud, in early the nineteenth century, was the one who initially introduced that anxiety was a kind of unpleasant feeling associated with experience, physiology, and behaviors. in the upcoming years, in the twentieth century, psychologists describeanxiety as a condition of nervousness, anfear that is only indirectly linked with an object (scovel, 1978, quoted in shi, 2017). some psychologists define anxiety as the strong and continuing negative feeling triggered by uncertain and dangerous stimuli from external factors as well as the unpleasant emotive experience involved, such as expectation, frustration and distress (wen, 1998, as quoted in lili, 2015). in addition, language anxiety is the fear or uneasinesshappening when a learner is expected to accomplishthe task in the second or foreign language (horwitz, horwitz, & cope 1986; macintyre & gardner, 1993, as cited 67 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. in lili, 2015). the anxiety may closely relate to the feelings of uneasiness, frustration, self-doubt, apprehension, and tension. moreover, ellis (as quoted in pan, 2016) states that anxiety has been categorized into three types: state anxiety, trait anxiety, and situation-specific anxiety. state anxiety refers to an experience of anxiety at a specific time in a specific situation. trait anxiety is a long-lasting tendency to feel anxious. situation-specific anxiety only arises in a certain condition. factors influencing listening anxiety vogely (as cited in pan, 2016) points out various factors effecting to listening anxiety. the factors may arise from the teacher, students, listening materials and the process of listening, and other factors. 1. teachers factor during the process of learning, teachers make arrangement and supervise the process. teachers are viewed as authority in traditional classes and the classrooms are teacher-centered. teacher plan the class’ activities, which plays an essential part of the teaching and learning process. another factor is teacher’s personality affects student’s anxiety in listening process. some too-serious teachers may give pressure in the class. in other hand, the outgoing and easygoing teachers tend to be humorous in the class, and it helps the students to relax. teacher’s attitude toward students’ mistake in listening will not make the students anxious and stressed. 2. students factor when students participate in listening activity, their performance determines the result. the first factor relates to listeners’ listening comprehension ability. studies reveal that the lower the learners' listening comprehension level, the higher the anxiety, the corresponding test scores are higher, and vice versa. moreover. listening ability covers two aspects: linguistic knowledge which contains lexical, syntax, grammar knowledge—they are basic parts of a language, and listening skill, which deals with the ability to catch the key words, to predicate the following information, etc. the second factor relates to listener’s self-efficacy. self-efficacy determines the state of emergency and individual anxiety reaction. in listening class, students who have a strong sense of self-efficacy believe in their listening ability are more quick-minded and good at catching every moment of indirect information. on the other hand, the listeners of weak self-efficacy are skeptical of their ability, when met the difficult problems. they tend to give up due to struggling to survive the pressure and anxiety, which affect the listening comprehension. 68 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. third, listeners’ learning habit. many language learners show little interest in listening; they rarely practice listening after class, and have lack of motivation in classroom, that result in inability to enhance their listening ability and absentmindedness. such behavior makes the students miss important information and this leads to an anxiety. the last, listeners’ achievement motivation plays an important factor affecting students’ listening anxiety. in addition, achievement motivation is people’s internal motivation of making success in the process of completing the task, which encourage them to make every effort to achieve goals. a positive expectation and higher learning goals must be set to reduce students’ high anxiety level. 3. listening material and process some attentions relate to listening material and process. the first consideration relates closely to the level of difficulty and listening anxiety. in addition, the more difficult the material, the more complex the syntax; the faster the speed, the shorter the pause. those are the examples which may cause learners’ listening anxiety. furthermore, the content, length, speed, words of listening materials will influence the effect of hearing. if the content of the listening text is irrelevant with the actual life, the problems may exist. the listeners may feel boring or useless, the topic is unfamiliar, which lead to difficulties in understand the materials and catching important information. the second consideration, similarly, is closely related to anxiety. during the process of listening, the material cannot be repeated. this causes listeners’ anxiety, the feeling if they cannot catch the meaning. moreover, the lack of time in processing the information results in anxiety too. listeners feel anxious if they are asked to answer question immediately and they do not have enough time to process the information. 4. other factors beside above factors, there are many other affecting factors that result in listeners’ anxiety. in some places when the school is not equipped with multimedia facility, the teachers have to play the listening material in recorder or other devices, which produce poor voice quality. the disturbing sound such as echo or noise may occur. this may cause anxiety among the listeners. physical surrounding also contributes to learners’ anxiety as well. too noisy room which leads to the lack of oxygen, or uncomfortable room may become the source of anxiety. 69 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. method in terms of research method, this study employs mixed method. mixed method covers both collecting and analyzing quantitative and qualitative data. forty-eight students who join basic listening subject in one of university in malang were involved in this study. moreover, as quantitative data, closed-question questionnaires are used as the research instrument. the questionnaire is based on foreign language listening anxiety skill (fllas) developed by kim (2002). in addition, 5 scale of likert scale is applied. in this case, students’ anxiety is classified into three different levels of anxiety: high, moderate, and low level. participants who reply with mostly agree or strongly agree to the questions are categorized into high level of anxiety. however, when the major of the participants replied disagree or strongly disagree, they are classified into low level of anxiety. as for undecided, it is assumed that participants answer a neutral answer in the questionnaire. next, the frequency and percentage are calculated to measure the level of anxiety. interview is conducted to gather the data by asking questions about people’s opinion, belief, and feelings about situation using their own words (ary et.al, 2010). this research employs semi-structured interviews which enables the interviewer to modify the interview process findings and discussion the level of anxiety encountered by the students the level of anxiety was revealed through the result of questionnaires and the interviews. table below summarized the level of students’ anxiety. table 1. students’ level of anxiety level of anxiety no/ items percentage high level of anxiety 8 17% moderate level of anxiety 34 71% low level of anxiety 6 12% the tables showed that the students who chose agree (a) and strongly agree (sa) for 8 items of the fllas showed a high level of anxiety. in this case, more than 50% of the participants choose the answer. otherwise, they who responded with a neutral answer for 19 items indicating moderate level of anxiety. however, a low level of anxiety was described by 5 items which were answered with 70 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. strongly disagree (sd) and disagree (d). it can be concluded that the students are mostly in moderate level of anxiety. the high-level anxiety mostly arises from students’ background knowledge. most of the participants (75%) thought that they felt worry if they missed important information (item number 4). they also got nervous and anxious if they did not understand every word (60%, item number 5). unfamiliar topic also contributed to students’ nervousness (58%, item number 2). moreover, new topics in listening text also made the students anxious (54%, item number 7). the last, 50% of the students thought that it was easy to guess the missing information during the listening process (item number 3). it can be concluded that background knowledge is important to support students’ listening activity. knowledge which formerly retrieved may develop students’ skill in understanding the text, even if they missed some information. related to listener’s characteristic theme, most-anxious item found in listening process was understanding the very familiar word and hard to concentrate to what is being listened (58%, item number 18). the similar number related to understanding text because of the speed (58%, item number 24). it became a problem although the text speed was in normal speed. the students felt confused when they listened to important information (50%, item number 21). focusing their attention made the students anxious, and they knew it was important message that must be comprehended. however, 67% (item number 28) of the students felt confident if they were in the middle of audience. they had no fear of listening the text if they were not alone, or they were part of the class. the study illustrated that the students’ anxiety was mostly caused by their lack of background knowledge. in addition, new vocabulary, new information in the text, unfamiliar topic, and the speech rate contributed to the anxiety. the findings are in line with kim’s (2000) investigation which found that unfamiliar pronunciation and speech rate, and low level of self-confidence were the main attentions of foreign language listeners. fang (2011) also presented similar results and highlighted that listening input characteristics such as nature of speech, level of difficulty, and lack of repetition are the foremost sources of listening anxiety. additionally, fang suggested that using suitable listening strategies such as note taking during the listening process could improve the students’ comprehension ability and decrease the level of anxiety. factors related to listening anxiety 71 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the informationrelated to factors causing anxiety are gathered from interview. teacher’s factor, listening materials, students’ factors, and other factors are mentioned as the cause of students’ anxiety. teachers’ factor the role of teacher as a language instructor influenced the level of anxiety according to the students. teachers needed to calm the class if the situation turned to be tense. humors or jokes were expected to comfort the students who were under pressure. in this case, teacher should provide learners with encouragement and comfort which can help the students to build up confidence (atasheneh and izadi, 2012, as cited in serraj, 2015). teachers also suggested to provide warming up activities to give knowledge about the material. the purpose was to lead students to the topic and generate students’ prior knowledge (vogely, as quoted in pan, 2016). students’ factors students’ factor dealt with students’ habit, students’ self-efficacy, and students’ achievement motivation. some students told that english was not their native language and they did not accustom to use english. the lack exposure of english text hindered their motivation to learn listen to english text as their habit. the next factor is students’ self-efficacy. this related to how students view themselves in learning process. it can be said that it also associated to students’ low confidence. the learners tended to give up that they were new learners and accepted the fact that english is hard to learn. the last, students’ achievement motivation might arise, which was activated by the surroundings. classmates’ quick work might arouse others’ uneasiness. another thing might press the students’ nervousness; they thought that they would run out of time. kimura (as quoted in serraj, 2015) mentioned that this emotional and nerves reflected in lack of confidence and other emotional reactions like discomfort, dislike and annoyance in engaging listening tasks. listening material listening material dealt with speed, unfamiliar vocabulary, accent, pronunciation, and the lack of repetition. majority of the participants complained the speed of text. they believe that they become less anxious if the text is presented in lower speed. it is in line with a study conducted by vogely (as cited in serraj, 2015) mentioning that almost one-third of the participants reported that the nature of speech as a source of anxiety. the anxiety come up even if the text is played in normal speed, but the learners thought that the text seems to be fast. with the pace, they still are not able to catch the words that come to their ears, and consequently they feel anxious. the unfamiliar accent presented in the text may lead the students’ listening anxiety. comprehending the accent that is not familiar to them seems to be a hard task for the listeners. learners are 72 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. accustomed to the accent used by their teachers in efl classes. when they are facing the authentic text, they feel difficult to understand. other factors room condition, distraction from environment, peers, time limit may lead to students’ listening anxiety. conducive and silent room encourage the students to learn better. they can focus their attention to the text. distraction from environment sometimes quite shocking. it can suddenly appear and make students’ concentration gone. someone who is coughing loudly shocked the class that is silent. otherwise, someone who is passing by or entering the room may break students’ concentration. regarding this environmental issue, oxford and shearin (as cited in serraj, 2015) point out that the listening classroom should be positive and nonthreatening. moreover, to reduce listening anxiety, using some strategies before or during listening activity, deep breathing, listening to some relaxing music and positive affirmation can be effective suggestion. peers also effects students’ anxiety; it can lessen students’ nervousness if they are in one classroom with their classmates. some students say that it is better to be in the classroom with people they know better. it means that if they are in the same room with other people, they do not know well may give negative impact in their listening task. they feel free if they are with their friends in the same classes as they have got usual to them. the last, time limit arouses students’ listening anxiety. during the test of listening time limit arouses students’ anxiety. students must complete the task in a rush. it may get worse when the peers finish the task earlier. conclusions and suggestions the findings of the study discovered that listening anxiety could disturb learners’ listening comprehension performance. although students’ level of anxiety is categorized into moderate level of anxiety, several suggestions were addressed to english teachers. first, using learners’ background knowledge of the material guide the students to know the material better. it was shown that lack of background knowledge concerning to listening topic was one of the major factors which instigated listening anxiety. second, it is important to consider selecting the listening material suitable to the learners’ level. unfamiliar vocabulary and fast text speed were two main 73 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. apprehensions of the students’ anxiety. in addition, the appropriate listening texts based on students’ level will assist them to overcome their anxiety. third, students’ low-level of confidence was another anxiety irritating factor. in can be assisted by generating an encouraging classroom atmosphere before the listening activity. it is expected that the learners’ confidence would be improved. references ahmadi, s.m. (2016). the importance of listening comprehension in language learning. international journal of research in english education, 1(1). retrieved from http://ijreeonline.com/article-1-22-en.pdf ary, d., jacobs, sorensen, c. (2010). introduction to research in education. california: wadsworth. creswell, j.w. (2009). research design. california: sage publications, inc. kim, j. (2002). anxiety and foreign language listening. retrieved from http://journal.kate.or.kr/wp-content/uploads/2015/02/kate_57_2_1.pdf lili, z. (2015). influence of anxiety on english listening comprehension: an investigationbased on the freshmen of english majors. studies in literature and language, 11(6). retrieved from http://www.cscanada.net/index.php/sll/article/view/7952 latief, m.a. (2012). research methods on language learning: an introduction. malang: um press. fang, x, (2011). anxiety in efl listening comprehension. theory and practice in language studies, 1(12), pp. 1709-1717. retrieved from https://www.researchgate.net/publication/266289695_anxiety_in_efl_l istening_comprehension pan, y. (2016). analysis of listening anxiety in efl class. international journal on studies in english language and literature, 4 (6). retrieved from https://www.arcjournals.org/pdfs/ijsell/v4-i6/2.pdf 74 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. serraj, s. (2015). listening anxiety in iranian efl learners. international journal of scientific and research publications, 5 (6). retrieved from http://www.ijsrp.org/research-paper-0615/ijsrp-p4285.pdf shi, y. (2017).listening anxiety in english learning among international students in a secondary school in the uk. retrieved from https://englishagenda.britishcouncil.org/sites/default/files/attachments/md a2017_university_of_bath_yan_shi.pdf tahsildar, m.n., &yusoff, t.z. (2014). investigating l2 students’ listening anxiety: a survey at a malaysian university. international journal of language education and applied linguistics (ijleal). retrieved from http://ijleal.ump.edu.my/images/ijleal001.tahsildar.yusoff.pdf zhang, r., & zhong, j. (2012). the hindrance of doubt: causes of language anxiety. international journal of english linguistics, 2(3). retrieved from http://www.ccsenet.org/journal/index.php/ijel/article/download/15522/118 42 appendix a result of questionnaire on students’ listening anxiety statements 1sd 2d 3u 4a 5sa 1. when listening to english, i tend to get stuck on one or two unknown words. 4 (8.3%) 12 (25%) 12 (25%) 15 (31.3) 5 (10.4%) 2. i get nervous if a listening passage is read only once during english listening test. 2 (4.2%) 10 (20.8%) 8 (16.7%) 21 (43.7%) 7 (14.6%) 3. when someone pronounces words differently from the way i pronounce them, i find it difficult to understand. 2 (4.2%) 10 (20%) 12 (25%) 22 (45.8%) 2 (4.2%) 4. when a person speaks english very fast, i worry that i might not understand all of it. 0 8 (16.6%) 4 (8.3%) 25 (52%) 11 (22.9%) 5. i am nervous when i am listening to english if am not familiar with the topic. 1 (2.1%) 7 (14.9%) 10 (21.2%) 20 (42.5%) 9 (19.1%) 6. it’s easy to guess about the parts that i miss while listening to english. 3 (6.3%) 9 (18.7%) 21 (43.7%) 14 (29.1%) 1 (2.1%) 7. if i let my mind drift even a little bit while listening to english, i worry that i will miss important ideas. 2 (4.2%) 8 (16.6%) 12 (25%) 21 (43.7%) 5 (10.4%) 8. when i’m listening to english, i am worried when i can’t watch the lips or facial expression of a person who is speaking. 3 (6.3%) 20 (42.5%) 11 (22.9%) 12 (25%) 2 (4.2%) 9. during english listening test, i get nervous and confused when i don’t understand 4 (8.3%) 10 (21.2%) 14 (29.1%) 11 (22.9%) 9 (19.1%) 75 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. every word. 10. when listening to english, it is difficult to differentiate the words from one another. 4 (8.3%) 8 (16.6%) 23 (47.9%) 13 (27.1%) 0 11. i feel uncomfortable in class when listening to english without the written text. 4 (8.3%) 9 (18.7%) 21 (43.7%) 13 (27.1%) 1 (2.1%) 12. i have difficulty understanding oral instructions given to me in english. 6 (12.5%) 22 (45.8%) 15 (31.3%) 5 (10.4%) 0 13. it is hard to concentrate on what english speakers are saying unless i know them well. 7 (14.9%) 21 (43.7%) 10 (21.2%) 9 (19.1%) 1 (2.1%) 14. i feel confident when i am listening in english. 2 (4.2%) 5 (10.4%) 21 (43.7%) 14 (29.1%) 6 (12.5%) 15. when i’m listening to english, i often get so confused i can’t remember what i have heard. 0 14 (29.1%) 12 (25%) 20 (42.5%) 2 (4,2%) 16. i fear i have inadequate background of knowledge of some topics when listening in english. 2 (4.3%) 13 (27.6%) 14 (29.8%) 17 (36.2%) 1 (2.1%) 17. my thoughts become jumbled and confused when listening to important information in english. 5 (10.4%) 16 (33.3%) 17 (36.2%) 10 (21.2%) 0 18. i get worried when i have little time to think about what i hear in english. 2 (4.3%) 8 (16.6%) 10 (21.2%) 24 (50%) 4 (8.3%) 19. when i’m listening to english, i usually end up translating word by word without understanding the contents. 10 (21.2%) 21 (43.7%) 9 (19.1%) 8 (16.6%) 0 20. i would rather not have to listen to people speak english at all. 30 (62.5%) 14 (29.8%) 4 (8.3%) 0 0 21. i get worried when i can’t listen to english at my own pace. 3 (6.3%) 8 (16.6%) 13 (27.1%) 20 (42.5%) 4 (8.3%) 22. i keep thinking that everyone else except me understands very well what an english speaker is saying. 6 (12.5%) 10 (21.2%) 16 (33.3%) 13 (27.6%) 3 (6.3%) 23. i get upset when i’m not sure whether i understand what i am listening to english. 1 (2.1%) 7 (14.9%) 19 (39.6%) 17 (36.2%) 3 (6.3%) 24. if a person speaks english very quietly, i am worried about understanding. 0 4 (8.3%) 16 (33.3%) 19 (39.6%) 9 (19.1%) 25. i have no fear of listening in english as a member of an audience. 7 (14.9%) 10 (21.2%) 9 (19.1%) 18 (37.5%) 4 (8.3%) 26. i am nervous when listening to an english speaker on the phone or when imaging a situation where i listen to an english speaker on the phone. 2 (4.3%) 7 (14.9%) 17 (36.2%) 19 (39.6%) 2 (4.3%) 27. i feel tense when listening to english as a member of a social gathering or when imaging a situation where i listen to english as a member of a social gathering. 1 (2.1%) 14 (29.8%) 17 (36.2%) 13 (27.6%) 3 (6.3%) 28. it’s difficult for me to listen to english when there is even a little bit of background noise. 1 (2.1%) 6 (12.5%) 9 (19.1%) 26 (54.2%) 6 (12.5%) 29. listening to new information in english makes me uneasy. 6 (12.5%) 19 (39.6%) 21 (43.7%) 2 (4.3%) 0 30. i get annoyed when i come across words that i don’t understand while listening to 0 10 (21.2%) 16 (33.3%) 21 (43.7%) 1 (2.1%) 76 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. english. 31. english stress and intonation seem familiar to me. 2 (4.3%) 6 (12.5%) 21 (43.7%) 16 (33.3%) 3 (6.3%) 32. when listening to english, i often understand the words but still can’t quite understand what the speaker means. 3 (6.3%) 8 (16.6%) 15 (31.3%) 20 (42.5%) 2 (4.3%) 33. it frightens me when i cannot catch a key word of an english listening passage. 2 (4.3%) 10 (21.2%) 15 (31.3%) 18 (37.5%) 3 (6.3%) appendix b sample interview coding the codes are mentioned in parentheses. “she makes jokes to make us laugh. we can relax for a while,” “teacher gives the general description about the material today. we can guess what we will listen. we don’t feel too sorry for this,” (teachers’ factor) “it’s not our language. and we don’t get used with it,” (students’ habit – students’ factors) “i feel nervous if my friends finished the task. i am afraid if i missed and left behind,” (student’s self-motivation – students’ factors) “i feel anxious if i cannot catch the vocabulary. it’s unclear and there’re a lot of new vocabularies,” “due to my lack vocabulary, i feel nervous,” “i feel anxious if i cannot catch the vocabulary. it’s unclear and there’re a lot of new vocabularies,” (unfamiliar vocabulary listening material and process) “the accent seems so complicated,” (the accent listening material and process) “perhaps the speed and the vocabulary. they’re insufficient,” “it’s too fast,” (speech rate listening material and process) “the pronunciation seems so different that we can’t understand. i think we have different way to pronounce,” (pronunciation listening material and process) “sometimes, the text is only played once. it makes me nervous. it gets worse if i do not understand the words,” (lack of repetition listening material and process) “before listening, we are instructed to listen once. there is no repetition for the text. it makes me anxious. what happens next is, someone is coughing. it disturbs my concentration and i cannot listen well,” “the cough sound shocked me and i lost my concentration, i forgot what i’ve listened,” (distraction from environment – other factors) “i prefer to work in the class with my usual classmates, with whom i usually work with every day,” (peers – other factors) 77 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. “it happens in exam time. it’s like being chased by time. then, i lost my concentration,” (time limit and pressure – other factors) ieee paper template in a4 (v1) 33 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. analysis of religious satire in p’bitek’s song of lawino dr. c. a. adetuyi 1 , dr. c. a. patrick 2 department of languages, college of humanities, samuel adegboyega university, ogwa, edo state. 1,2 dradetuyi@gmail.com abstract this paper focuses on the analysis of religious satire in song of lawino. the study occasionally refers to okot‟s life history and ideological inclinations and the review of related literature giveng background information that clarifies okot p‟bitek‟s writing as a product of a rich acholi oral tradition. while a lot has been written on okot‟s creative works, little attention has been given to the use of satire. the study therefore, identifies and evaluates okot‟s use of satire in song of lawino determines the use of language to achieve satire in the text, and discusses how the author uses satire as a tool to share ideas and opinions on religious perspectives in the society. this study treats satire as the humorous criticism of human weaknesses and foibles and uses this parameter to identify it in the song of lawino. this is to throw light on the creative works of okot‟s and highlight circumstances that may have shaped him into a satirist. the upshot of all these is that the songs are appropriately contextualized with the ultimate finding that satire is an indigenous african phenomenon amply and ably deployed in okot‟s art. keywords: satire, humour, parody, force, travesty introduction satire is a technique employed by writers to expose and criticize foolishness or societal ills involving an individual or a society. apart from playing the role of an entertainer, the artist uses his artistic creation to instill truth into people‟s consciousness by using humour to ridicule the victim(s). the literary artist is known to have used satire from the beginning of literary history. the greek and the romans extensively employed it as a weapon of attack on their respective societies as far back as the 5 th century. the poet, aeschylus for example, is said to be the first greek literary artist during this period. among the ancient roams, there were such names as horace, juvenal, etc. whose satiric works and ideas have continued to sharpen and influence the minds of contemporary satirists (olaniyan, 2015). bruun (2007) writes that africa has a short history of satire. his statement does not take into cognizance the fact that satire existed in traditional african society as evident in the oral literature of various african communities. roscoe‟s comment also implies that satire is a recent “innovation” in africa. this paper reveals that africa is rich in satire, and that it existed in the oral literature of african communities, and in written literature as exemplified by okot‟s songs. moy and hess(2007) make two statements that this study responds to. first he says, as an essayist, i think okot is hopeless in all his writings and public addresses; okot has been saying the same thing since 1965 – that we must not ape the white man, that we must not mailto:dradetuyi@gmail.com 34 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. lose our cultural identity. the second statement is, “you see, it was great to read okot in the sixties. everybody, including the politicians, was calling for “complete independence”. in essence, bruunhas relegated okot‟s literary works to the abyss; apparently he does not consider them relevant in this era. this study differs with bruun‟s views in the sense that, satire makes okot‟s poetry relevant to our contemporary societies. he discusses important issues that are still relevant today. this paper also takes into cognizance the academic contributions of several literary scholars who have critically appreciated okot‟s creative works. however, these scholars have rightfully identified the existence of satire in the creative works of okot, but they have not given it a qualitative and quantitative coverage. this study fills this gap because it entails a detailed study of satire in okot‟s songs. it goes beyond identifying satire by mentioning its targets, and how they are satirized, it foregrounds the stylistic devices that lead to satire. this concentration on stylistic devices makes the study literary and not just a treatise on religions and religious leaders. methods functions of satire satire is an interdisciplinary element that is used both in disciplines of media and literature. according to khalayi (2014): humour and satire occupy a prominent position within the aesthetic conditions of contemporary culture, both in terms of literary arts and popular media. even though this paper is more concerned about the role of satire in literature, it is worth explaining the other functions of satire. satire as a literary device as aforementioned, this study is concerned about the prominent position which satire and humour occupies within the aesthetic conditions of contemporary culture in terms of literary arts. it is worth clarifying that satire, in terms of literary arts, is a literary device. in addition to other literary devices, satire is an important device in literature. literary devices are often referred to as figures of speech; therefore, satire should also be regarded as a figure of speech that writers include in their writing to enhance creativity. literary language is open to various interpretations because connotations differ from person to person. satirists deserve to be regarded as artistically talented because of their ability to employ satire effectively. satire in popular culture many works that are written from socio-political standpoints are known to be popular culture. greene (2009) explains that “traditional social values, morals and structure are often mocked and ridiculed to highlight their apparent foolishness”. greene (2009) further clarifies that “while much of the time ridicule and mocking is in playful 35 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. manner, these social and political commentaries function as powerful and ideologically infused discursive strategies in the construction of meaningful rhetorical action”. according to mukerji and schudson (cited in khalayi, 2014), popular culture “includes folk or popular beliefs, practices and objects generated from political and commercial centres”. readable objects, whether they are written or visual materials that are available traditions of interpretation and criticism, are classified and perceived to be part of popular culture (khalayi, 2014). okot’ p btek’ssatire appears to fit the description of an object of popular culture because his articles are readable objects that are written from socio-political standpoints, which are available traditions of interpretation and criticism, hence making his columns an example of popular culture. according to khalayi (2014), “popular culture and popular literature is seen as what is socially acceptable among the masses”, it ranges from “films to the internet, and then to the creative newspaper space”. political satire as a type of entertainment-oriented political content that aims at criticizing politics and revealing violations of social norms in an implicit and playful way, political satire has drawn scholarly attention in terms of whether it could play a significant role in facilitating a more engaged public. much academic research has examined the potential impact of exposure to political satire on behavioral engagement. however, there are inconsistent results regarding the influence of political satire on political participation. some researchers have documented that exposure to political satire such as latenight comedy could foster democratic engagement (cao & brewer, 2008; moy, xenos, & hess, 2007), while others have suggested that political satire may undermine participation because it contributes to “a sense of alienation from the political process” (baumgartner & morris, 2009) and it intends to entertain rather than inform citizens. (prior, 2011) findings satire on religion and religious leaders in song of lawino religion is often linked to purity, morality, justice, truth, fairness and love. it is associated with good, and evil in its antithesis. religious leaders and the adherents of a certain religion are often criticized especially when they fail to live up to the standards of their religion. in song of lawino, christian religion and religious leaders are criticized. lawino is the satiric tool. okot‟s opinion on the christian religion is elucidated in essays onafrican religion in western scholarship and in religion of the central luo. his opinion in these texts also pervades song of lawino. intolerant priests, rulers and teachers of religion are criticized in the song. lawino describes their response to questions asked by converts in humorous language. she says that the nun responds to questions “by screaming fiercely like a 36 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. wounded buffalo” (131). this description of a nun screaming like a wounded buffalo is indeed humorous, especially when one considers that the cause of their harsh reactions are the innocent questions asked by converts. her reaction is contrary to the teaching of the christian faith, because tolerance is one of the virtues of christianity. the black teacher responds to questions by saying that asking too many question benefit only martin luther and the stupid, stubborn protestants (131). the priest, on the other hand, quarrels and his goatee beard shakes furiously (132). the priests and teachers of religion present a pious appearance especially when conducting religious duties. but in reality, they display tolerance especially to the new converts. the ironic exposure of religious leaders is a satire on intolerance. in the same vein, the candid exposure of the reaction of the religious leaders is done in a series of similes like, “fierce like wound buffalo she screams” (131) and “he quarrels and his goatee beard shakes” (132). this description is also a criticism of their behavior. in this regard, irony and similes are used to evoke humour and to reinforce criticism. ogola (2009) observes that: some important questions the black of colonial period ask themselves because the white missionaries did not want to face such stupid questions from the heathens. (7) lawino says that the religious leaders often considered the converts‟ questions as nonsensical and silly (132). her observation tally with higg‟s comment in the sense that she acknowledges that she has questions concerning the teachings she got in the catechism classes. yet, the teachers, nuns and priests did not want to answer them because they associate the questions with rebellion and lack of faith (132). religious leaders who engaged in bribery are castigated by lawino. she exposes them by giving a detailed account of their deeds. for example, she says that the children who did not ask questions are bestowed with gifts and favours like riding in the priest‟s car with words of „appreciation‟ (133) the „favour‟ given to the „obedient‟ children are indeed a form of bribery, and also a method of blackmailing the children so that they do not ask questions. it is ironic that the religious leaders who are highly esteemed in the society engage in acts of bribery. the conduct of these religious leaders is contrary to the tenets of the christian religion. religious leaders who use religion for their personal gain are also criticized. lawino says that a girl who wants to be baptized gained approval by engaging inhard labour. she says: i refuse to join the protestant catechist class, because i did not want to become a house-girl, i did not want to become a slave to a woman with whom i may share a man 37 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. oh how young girls labour to buy a name! (111) from the quote, it is evident that the teachers of religion misuse their students several ways. for example, they are given household chores and they also engage in hard labour. these students do not perform these tasks willingly. on the contrary, the religious leaders are using their labour freely. thestudents oblige to the demands of their teacher because students are expected to be obedient. these teachers of religion abuse the student-teacher relationship for their benefit. the also use their position to exploit the helpless students. however, one does not expect a teacher who teaches religion to behave in an erratic manner. this is because they are expected to be custodians and perpetrators of love, fairness and justice. the study so far has focused on okot‟s satire on hypocrisy, intolerance, bribery and misuse of position. on the other hand, he satirizes the tenets of the christian religion. okot‟s essays on african religion in western scholarships and in artist the ruler, contain scathing attacks on the tenets of the christian religion, and its adherents. suffice is to say that although he discusses the islamic religion in artist the ruler, the christian religion occupies most ot his attention. in song of lawino, the basic tenets of the christian religion are satirized. the tenets are: the holy communion, baptism, the creation, their concepts of god, the miraculous birth of jesus christ and christian prayers. lawino describes the holy communion using humour. she says: the name of the man was eliya and he was calling people to come and eat human flesh! he puts little bits in their hands and they ate it up! then he took a cup, he said there was human blood in the cup and he gave it to the people to drink! (113-114) lawino‟s description ridicules and trivializes the holy communion. it portrays the ritual as incomprehensible and nonsensical. in essence, the humorous description destroy all the symbolic meaning associated with the bread and the wine in the communion service. on the other hand, lawino has presented herself as an adherent of the acholi culture. in this regard, mysticism and rituals are not strange to her. indeed, she seems conversant with acholi rituals (143-166) which look ridiculous to non-acholis. her reaction to the holy communion is not only ironic, but it indicates that she is intolerant 38 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. to the beliefs of other people. consequently, her intolerance is also the butt of criticism. baptism is another tenet of the christian faith that is satirized. lawino parodies the baptismal names as exemplified by names such as bene del a, maria, jekcon, paraciko, tome on, iriko, gulyemo, medikijedekiand gilrigoloyo (124-5). indeed the manner in which she parodies the names is humorous. irikoffor example means eric and gilirigoloyomeans gregory. lawino‟s parody on the names is not an end in itself, rather it is intended to mock and ridicule baptismal names. lawino also equates the baptismal names to old dusty tins thrown down from the roof tops (129). this are renown for noisy effects particularly when they are empty, old and rusty. they are not only capable of making noise but they are also useless because of the rust. she uses the metaphor to imply that the christian baptismal names are useless, and meaningless. the baptism ritual too does not escape lawino‟s wrath. she describes it as the day when christians give their children meaningless names of white men after putting water on the heads of their children (129) lawino exposes her doubt on the christian creation story in a series of rhetorical questions: where did he dig the clay for mouding things?.. and the clay for moulding earth? from the mouth of which river?.. where did the hunchback live?.. where did the hunchback dig the clay for moulding things? on he mouth of which river? where did he put the clay to season overnight?... on which rock did the hunchback put the clay? (13-13) prior to the above rhetorical questions, lawino describes how her mother made pots. she describes the process of selecting the raw materials and all the stages that a potter subjects the raw material before the finished product is attained. the questions ridicule and depict the creation story as nonsensical and incredible. the creation story is the target of criticism. the concept of a single deity is satirized through a several rhetorical questions and the “hunchback”: where did the hunchback live? where did the hunchback dig? where did he stand? (13-13) the image used in the above quote means a hostile spirit that the acholis believed caused hunchback. nevertheless, in the context of song of lawino. it implies that the christian god is equivalent to the malevolent spirit that causes hunchbacks. it creates the impression that the christian god is a helpless, grotesque and pathetic being. 39 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. lawino is therefore using the image of the hunchback to mock the christian concept of god. lawino also compares the miraculous birth of christ to the acholi customs with the intention of ridiculing it: you consider the birth of christ they say his mother did not know a man they also say, the bridewealth had already been paid, among our people when a girl has accepted a man’s proposal she gives a toke and then she visits him and if the girl is lucky she gets stomach! (141-142) lawino‟s comparison of the virgin birth of christ and the acholi culture is a satire on the christian concept of the virgin birth of christ. it also presents the christian version of christ‟s birth as incredible. apart from the issue of the virgin birth of jesus christ, the prayers that have to be chanted in either the protestant service or during the evening classes also puzzle lawino. she mocks the prayers using low burlesque as follows: i accept the hunchback the padre who is very strong moulder of the sky and earth…(133) glory shine on the body of the father and on the body of the son and on the body of the clean ghost (129) maria the clean woman mother of the hunchback pray for us who spoil things full of gaciya. (114) the original christian version reads: i believe in god the father who is almighty maker of heaven and earth glory be to the father and to the son and to the holy spirit hail mary mother of god pray for us sinners full of grace lawino‟s version not only defies the original but also ridicules its contents. for example, she changes „maker of heaven and earth‟ to „moulder of the sky and the earth‟. on the other hand, „hail mary, mother of god,‟ is changed to „maria, the clean woman, 40 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. mother of the hunchback, pray for us‟. the contents of the original are trivialized to the point where they look ridiculous and humorous. in the same vein, laiwno compares the christian prayer session to „shouting contests‟ (133). she states that during the prayer sessions, the teachers shout as if half mad and they shout back (133). she also compares the prayer sessions to recitals or music sessions where they sing like parrots (132) or recite like “yellow birds in the lajanawara grass” (133). parrots usually make sounds similar to what they have heard. on the other hand, the “yellow birds” probably makes a lot of noise. when lawino says that she recites prayers like the birds, she implies that she does not understand what she is reciting. indeed, since the yellow bird and the parrot are noisy and incomprehensible, lawino uses them as images to ridicule the christian prayer session. the images depict the christian prayer sessions as hollow noisy and devoid of any spiritual content. lawino mocks the sabbath by referring to it as the day when christians shout until they have headache (101). this reference to the sabbath trivialize it and shed its spiritual significance. this paper associates successful satire with humour, criticism and human weaknesses or faults. indeed, religious leaders are often satirized when they behave contrary to the tenets of their faith. for example, wole soyinka satirizes brother jero‟s hypocrisy in trials of brother jero. in the play, we are presented with two appearances of jero. he is portrayed as a pious, fiery preacher who is concerned about his flock, but on the other hand, he is also dishonest, self-centred and materialistic. tartuffe, in jean baptist moliere‟s tartuffe is also criticized. madame pemelle calls tartufee “a saint, a man of god”. she also considers him the epitome of love, gentleness and kindness. indeed tartuffe presents himself in these positive qualities before his benefactors. but in reality, he is a flirt and a hypocrite. moliere and soyinka‟s criticism target religious leaders who act contrary to the expectations of their religion. indeed, okot also focuses on religious leaders. but in some incidents, he pours vitriol on the tenets of the christian faith. for example, in the incident of the hunchback mentioned, okot‟s intention is to criticize the concept of a single supreme creative god. he criticizes the idea using humorous language. his humour can be offensive and likely to evoke resentment rather than the pleasurable effect associated with satire. conclusion in this study, it is evident that satire is an effective weapon in the hands of the satirist because it enables him to criticize and evoke humour at the same time. in the study, we notice that religion and religious leaders form part of okot‟s major concerns. however, he concentrates on individuals whose weaknesses are stumbling blocks towards standards set by the society. religious leaders for example, are ridiculed for failing to live according to the tenets of their religion. using their religion as the yardstick, protestant and catholic leaders are criticized for incompetence, arrogance, bribery, pride, sexual immorality and dishonesty. 41 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. in relation to religion, the paper concludes that okot‟s satire on the tenets of the christian religion, is not as humorous as human foibles. in the case of the tenets of the christian religion, okot‟s humorous criticism is likely to evoke disgust, rather than the acceptance associated with satire. it can be rightly concluded that okot‟s satire in this regard appears like a double-edge sword because it ridicules his victims using the tools of satire coupled with stylistic devices. references baumgartner, j. c., & morris, j. s (2009). the daily show effect: candidate evaluations, efficacy, and american youth.american politic research, 34(3), 341367. bruun, h. (2007). knowledge and reflection in entertainment. a case study on satirical programmes in danish public service television. „tv entertainment: crossmodiality and knowledge’. cao, x., & brewer, p. r. (2008). political comedy shows and public participation in politics. international journal of public opinion research, 20(1), 90-99. greene, j. g. (2009). the truth, unfiltered byargument: the multimodal construction of contemporary political satire in the colbert report. thesis (m.s.) –carleton university higgs, p (2012) deconstruction and re-thinking education.south african journal of education 22(3) 170-176 khalayi, r. (2014). the use of humour in socio-political commentary in mwalimu andrew‟s staffroom diary. digital repository.thesis (m.s) – university of nairobi, kenya. moy, p., xenos, m. a., & hess, v. k. (2007). priming effects of late-night comedy. international journal of public opinion research, (18(2), 198-210. ogola, g. (2009). mapping texts: imagining audiences in popular fiction.english studies in africa, 45 (2), 47-61. olaniyan, m. e. (2015). the effectiveness of satire as a dramatic tool for societal reformation: efuasutherland‟s the marriage of anansewa, examined. european journal of research and reflection in arts and humanities.3(4). p‟bitek, o. (1984). song of lawino and song of ocol. london: heinemann. prior, m. (2011). news vs entertainment: how increasing media choice widen gaps in political knowledge and turnout. american journal of political science, 49(3), 57592. 31 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. virtual reality system for job interview application: a development research moh.kholilurrahmanjailani. 1 , laelahikmahnurbatra * english language education department, university of muhammadiyah malang– indonesia 1 ; english language education department, university of muhammadiyah malang– indonesia 2 mkholilurrahmanj@gmail.com; nurbatra@umm.ac.id *: corresponding author abstract technology has become more sophisticated and widely used in pedagogical process. one of sophisticated technologies that is recently known and became attractive towards the public attention is virtual reality. this system applied simulated object and artificial environment like the real-world version. a need analysis conducted by jailani (2017)on the use of vr for business english students indicated that the students were interested and enthusiastic to learn job interview.the objective in the current research is to develop virtual reality system for job interview in business english class at university of muhammadiyah malang. in doing so, the present research applied seven procedures in research and development design which aimed to develop some features and contents that are applied on job interview application. the subjects of this research are students from business english (be) class, english language education department of umm academic year 2016/2017. observation, questionnaire, and documentation were employed to collect the data. the data were then transcribed and analyzed to reach the research purpose.the result revealed that the application is in very valid category that reached 93.33% for product and design validation; while 93.75% for content validation. moreover, additional features were developed on stuffs, scoring system, and button to make the users more interested in using vr. in addition, it was found that the students of business english as users were motivated and attracted in conducting job interview simulation through virtual reality. keywords: job interview application, virtual reality, business english students. introduction to a large degree, the notion of technology becomes significantly urging on the aspect of utilizing people to help their activities in their daily life nowadays. it is known that technology is always updated rapidly in every single space of human needs. motteram (2013) stated that technology continues to be used for all sorts of specific language learning activities, such as the development of speaking, writing, and reading. in line with this, the use of smarthphone as one of media in develompment of technology has emerged in education for learning. learning activities with smartphones, facilitate and attract students to learn, so that their perspective extended (rambitan, 2015). in line with that idea, clayton & murphy (2016) reported that students use smartphone or mobile phone in the percentage of 88% nowadays in overall. mailto:mkholilurrahmanj@gmail.com mailto:nurbatra@umm.ac.id 32 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. one of the sophisticated technologies that uses smartphone to run the system is virtual reality system. this term came to the public’s attention in the late 1980’s and 1990’s that may be manipulated and moved through by a user in real time in describing a computer-generated virtual environment (mandal, 2013). it relates with simulated objects in that environment or situation like the real-world vision. this technology becomes well-known and fashionable in current decade because of the idea of life view when user used it and interacted with synthetic environment. synthetic environment is used to describe computer-mediated human interaction with the simulated environment which also includes physical reaction (draper et al., 1999, as cited in ma & kaber, 2006). since palmer luckey created oculus rift to make virtual reality system working inside the software connected with the glasses in march of 2014, it becomes popular in the field of new technology expanded (clark, 2014). recently, virtual reality (vr) known for having game simulation like the vr product from palmer luckey applied, users can use it like they are in the real-life situation. the development of virtual reality system in educational environment emerges in huge interaction such as educational games and virtual reality as disruptive technologies (psotka, 2013), virtual reality in teaching environmental engineering (burnley, 2017), virtual reality for learning style and teaching learning process (gutiérrez, mora, diaz, & marrero, 2017), virtual reality in medicine (gutiérrez et al., 2017), virtual reality engineering education (abulrub, attridge, & williams, 2011), virtual reality in biology education (shim et al, 2010). a recent study on pointing virtual reality for an incredible future technology besides implementing on game simulation has already been done by some experts. wilson, soranzo, & sheffield (2015) concluded that the use of vr in psychological study has increased because its benefits afforded over traditional experimental apparatus in the possibility of creating more ecologically valid stimulus presentation and response protocols and more strict control of the environment. in healthcare field, students can directly examine and interact with virtual patient as well as learn sill like in a real world so that they can surgery and even perform procedures on a virtual patient in safe and controlled environment, and this system has wide applications ranging from diagnosis, counselling, treatment, and rehabilitation, to designing of hospitals (chaudhury, 2014). the other way of developing virtual reality system on educational fields would involve the students of business english in terms of practicing job interview before they apply for job. business english subject is part of english for specific purposes as a distinct field from general english (bereczky & gabor, 2009).kučírková, vogeltanzová, & jarkovská (2011) stated that business english course concerns on the use of knowledge in business and management sphere, in negotiations with foreign partners, in the sphere of research etc. one of the courses in business english that deals with the preparation of 33 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. job fields is job interview. job interview is the current issue that author takes away from the needs of students that they plan to have a job after they have graduated. job interviews guide (2011) identified what the candidate of employees are looking for, know what you can offer them, prepare yourself well and promote yourself as the best match to their needs. this is the effort of the author to attain the aim of vr function on educational term to make the learners more enjoyable in learning and increase the speaking skill by using media supported device. regarding that field of study, the researcher develops virtual reality in educational environment, by focusing on the implementation of virtual reality system on business english students. business english (be) in the university of muhammadiyah malang (umm) is an elective course at english language education department (eled) faculty of teacher training and education. this study learns about the matters found in business place. in the early level, it talks about how to write a systematic and good business letter as its tool to interact or to make a convention with the others. needs analysis media in job interviews presented that the use of virtual reality system on vr glasses is needed to be developed for students of business english umm in practicing job interview before they face the real environment of interview (jailani, 2017). students thought that the early existance of virtual reality technology facilitates them in interesting and fun learning on educational fields because they only know about the concept of interview without getting a chance to directly train themselves in the interview simulation. hence, vr glasses with the use of software inside smartphone should be developed in terms of the features and additional questions in order to make the students more practice especially in speaking activity. in this research, the author will develop a virtual reality system on media to increase students’ speaking ability and prepare them for practicing job interview which is used in software application of job interview simulation by vr glasses. the author will conduct research and development program with the title “developing software of job interview application on virtual reality system using vr glasses for business english students”. therefore, the research of the problem is focused on how virtual reality system can develop the software of job interview application using vr glasses. method research design this research uses research and development design which can be interpreted as the use of research method for researching, producing, and examining a new product so that it can be developed according to the needs (sugiyono, 2011). additionally, sukmadinata (2013, as cited in novitasari, 2016) stated that this kind of research method is the step or process to develop a new product or complete design of the 34 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. existing product that can be accounted. moreover, borg and gall (2003, as cited in walisongo, 1983)supported that the process of r & d studying research finding that will be developed, developing the product, field testing, and revising the product. the research and development design will be used by the researcher to develop the software of job interview application by using virtual reality system. this research focuses on the development of design, content, and features of the job interview software. the aim of the virtual reality application development is to develop materials that will be applied in the vr application in the context of job interview. research subject the subjects of this research are 10 students from 65 students that already knew about the technology of virtual reality before. the students are from business english (be) class english language education department at one of universities in malang, east java academic year 2016/2017. the selected subjects have studied business english as the one of the elective courses in english language education department; this course also gives a chance to the students to do the apprenticeship program. an apprenticeship program gives a chance to the students in entering the workforce to combine on-the-job training with academic instruction that they learned before. this apprenticeship helps students implement their academic skills toward practical use in various work-fields. model and procedure of development research and development approach by adapting sugiyono’s model is conducted. sugiyono (2011) describes the ten steps of research and development implementation strategy as follows: figure 1. steps of research and development however, the current research modifies the steps into 7 procedures. the procedure of research and development in developing job interview application on virtual reality system for business english students is explained as follow: 35 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. pre-research identificatio n of problems 1. potential and problems 2. data collection 3. product design 4. design validation 5. design revision 7. final product 6. trial of user figure 2. procedure of research and development 1. potential and problems pre-research is conducted by the researcher on students of business english class. it aims to identify the potential and problems on having a good interview and getting information to design the purpose of the study. the researcher analyses some aspects, which are curriculum, teaching materials, and teaching media. 2. data collection once the potentials and problems can be demonstrated factually and up to date, further information needs to be gathered as material for specific product planning that is expected to address the problem. collecting the data is also designing the use of virtual reality system to apply the application of job interview. 3. product design the products that produced in research and development research is the media of learning by using virtual reality glasses in the field of technology. the used of application to apply on that related media was designed on the system of virtual reality with the real situation of job interview session. this product will be developed on the features and job interview question that needed by the interviewee. 4. design validation design validation is the process involving someone who have been expert to assess and evaluate the product design. this validation proposes to optimize the work of application before trial. there are two experts who will validate this product. the first expert focuses on validating the use of technology on application. this expert currently works at the department of informatics engineering and has master degree of science. he ever did research in information science, algorithms and artificial intelligence. his current project is ‘indonesian twitter nlp’ and ‘indexing for multi-feature data’. his skills and expertise are in feature extraction, image segmentation, information retrieval, image retrieval, and abstracting and indexing as topic. he also ever became head of informatics and engineering department. the second expert focuses on validating the content of application related to the job interview. the second expert is the lecturer of business english. this expert is senior lecturer in english language 36 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. education department and the director of kursus bahasa asing (kba) which has doctoral degree and qualified in recruiting staff and doing interview for the job in her office. 5. design revision after the expert validated the design of the product, the researcher develops the product by doing some revision about the design. this term can be concerned to the comments, suggestion, or even evaluated items in the rubric of validation. 6. trial of user after testing the product successfully, then the next product that has been revised by expert applied new additional aspects on application. the users will try the product with the need analysis before. therefore, the researcher used data collection which is the most strategic step in the research because the main purpose of the research is to get data. data collection conducted in this study is as follows: observation in this study, the researcher used observation in order to collect information and get descriptive condition to provide answers on how business english students learned about interview in learning process. the activity can be related to the way teacher teaches, student learns, media uses, and etc. additionally, this observation aimed to not only observing the subject but also knowing about the existing of virtual reality system that can be used for media in learning interview by the students in facing jobmarket process. in line with this, this study uses participant observation when the researcher is involved in learning process of business english class with the other students. therefore, this kind of observation can be easily analyzed by the researcher to get description and some related problems in interview session. questionnaire the author gives a list of questions (questionnaires) that must be filled and submitted. the type of questionnaire used is closed which is a set of questionnaires with possible answers available, where respondents only choose one of the possible answers. to complete the answer, this kind of questionnaire applied multiple choice that have to be filled by the respondents. in this study, questionnaires areequipped to obtain the expert’ validation and users’ validation. the questionnaires which are given to the expert have the aim to assess and test the validity of the product of job interview application. the expert will give score, comments, and suggestions in terms of three criteria of validation, namely product validation, design validation, and content validation. product and design validation need to be evaluated with the expert regarding on the appropriate technology that applied on the virtual reality system. meanwhile, for content validation, the expert 37 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. will concern on the material of job interview that has been implemented in the form of questions for student’s practice. the questionnaires for the users have the purpose to know the users’ feedback about the use of media after they tried it. the users which are the students of business english class in english language education department will give their score, comments, and suggestions in terms of three criteria, namely product, content, and design. the proposed of statements in users’ validation questionnaire address to decide the application of the product. therefore, these questionnaires were used to find out the respond about job interview application that developed using virtual reality system. documentation documentation process was used to get the data concerning on developing the design for job interview application. the document analysis that used by the researcher is the lecturer’s material in the form of slide presentation about job interview that have been delivered to the business english students. this method was proposed as the evidence developing the media to the business english students that is through analyzing document that have been taken at the moment when the author observed the learning process (sukmadinata, 2016). the documentation focuses on related job interview questions that will use as consideration in developing content material in job interview application. 7. final product making this final product will be done if the product has been tested effectively and ready to use. it concerned about the result of expert validation and the user’s trial. the final product hopefully can be applied on regular practice for the students if they need to train themselves in interview session. this final product also will be able to be used in different context for university students who need to practice for job interview. data analysis the researcher analyzed the data from observation and questionnaire session based on procedures in order to answer the research problems. the procedures of analyzing data are described as follows: 1. analyzing lecturer’s material in the form of slide presentation about job interview to review about the use of question for job interview application. 2. classifying the data from observation to develop the job interview application design in order to make it appropriate based on the needs of business english student to practice with the question of interview. 3. classifying the data from the experts’ questionnaire regarding on the validation of technology and content. 38 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. 4. analyzing the data from first experts regarding on technology validation in the form of product and design validation. 5. analyzing the data from second experts regarding on content validation in the form of the appropriate material for job interview questions. 6. analyzing the score of experts’ validations by the formula below. 𝑁𝑖𝑙𝑎𝑖 = the number of validation scores obtained the maximum number of validation scores 𝑥 100% the result of data percentage was converted based on the criteria in table 1 below. no validity criteria validity level 1 85.01 % 100.00 % very valid, or it can be used without revision 2 70.01 % 85.00 % quite valid, or it can be used but needs minor revision 3 50.01 % 70.00 % less valid, it is recommended not to be used because of major revisions 4 01.0 % 50.00 % invalid, or it may not be used source: akbar, 2013 table 1 is validity criteria and validity level of the product 7. analyzing the data from users’ questionnaire to find out the response of students after trying to use the media. 8. the researcher draws the conclusion based on data analysis. findings and discussions findings the researcher presents the findings of the study which include application validity, trial of users, and product design. application validity in order to ensure that the application of virtual reality is ready to use for practicing job interview by the students, validation was needed and conducted by the researcher toward two experts. the first expert focused on the validation of product and design in the implementation of job interview on virtual reality. the second expert concerned to the three types of rubric, namely rubric for interviewee, interviewer, and interview content. the application validity by the validator was done before the application try out toward the students. the first validation about the product and the design of the application was done by the expert from informatics engineering department with the following result: 39 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. criteria statements score product validation 1. virtual reality system is easy to use 4 2. the program menu is easy to choose 4 3. the accuracy of the button reaction on the program menu is relevant 4 4. regularity and consistency of button display are appropriate 4 5. the ability of virtual reality to create real context of job interview is relevant for the user 3 6. overall system presented is run well 4 7. virtual reality products in the use of job interview application have been appropriated with the user's needs. 4 design validation 1. the arrangement and location of the text and images are appropriate with the user’s view 3 2. suitability of background selection is appropriate with the real context 4 3. interviewer display is appropriate with the real context 4 4. the color selection is attractive 4 40 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. 5. the selection of font and type are appropriate with the user’s view 4 6. the environment presented is appropriate with the real context 3 7. the environment presented is attractive 3 8. virtual reality display for job interview is suggested for the user who want to know the real context of interview session 4 total 56 validation score 93.33% table 2 is the result of product and design validation on the implementation of job interview on virtual reality the application of job interview in terms of the system was validated based on the assessment of two aspects, namely: (a) product validation and (b) design validation. according to the validation by the expert, the score of the product and the design validation reach 93.33% which was obtained from the calculation of the scores of statements in the rubric. the next validation is about the content which focused on the interviewee, interviewer, and the interview question. it was done by the expert from english language education department who teaches the elective course of business english subject. the expert is familiar to the recruitment of employee and interview session. so that the rubric is more detail on the content of the application with the following result: criteria statements score rubric for interviewee 1. the interview questions are understandable 4 2. user is easy to answer 4 41 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the question directly 3. the estimated time given to answer the question is sufficient for the user 3 4. the display of interview room is attractive for the user 4 5. all interview questions already cover the needs of users 3 rubric for interviewer 1. the pronunciation used is clear 4 2. the language used is understandable and communicative 4 3. the intonation of interviewer is clear 4 rubric for interview content 1. the grammar used in interview question is right 4 2. the questions in each session are relevant in the context of job interview. 4 3. no interview questions are distorted 3 4. the interview questions are well-ordered 4 total 45 validation score 93.75% table 3 is the result of content validation of job interview on virtual reality the content validation for job interview was assessed based on three aspects, namely: (a) content for interviewee (b) content for interviewer, and (c) content for interview questions. according to the validation by the expert, the score of content validation reach 93.75% which was obtained from the calculation of the score of statements in the rubric. after the experts validated the application based on their field, the researcher identified the result of the score through their assessments on every single statement in the rubric. the total score showed that the score of the product and the design validation reach 93.33% and the score of the content validation reach 93.75%. it means that the score of all validation can be categorized as very valid level (based on akbar, 2013 in 42 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. table1). furthermore, the application can directly try to the users/students in order to know the responses about the impact of application for them. trial of user as the score classified into very valid category, the application of job interview on virtual reality can be implemented to the students directly. the respond from the students as the users for virtual reality application shows that the interview questions provided are easy to understand so that the students have no difficulty in answering some available questions. the students stated that the interview questions provided are in accordance with their learning. it showed that they were able to answer the questions appropriately and directly. they felt comfortable when doing interviews through the virtual reality application. moreover, the display in job interview application looks right to the students when doing interview. the students as the users felt motivated and enthusiastic in conducting the interview so that it made them felt more confident to learn interview independently. they could measure their ability to answer questions through the result score and time provided. it could indicate their interview skills through the score after answering the questions. therefore, after conducting the interview through the application, they knew more about the interview questions so that they can learn to give the best answers. moreover, they also give recommendation that their answers from the interview questions hopefully can be recorded or even saved to the application so that they can evaluate more toward their answers. product design the design of job interview application appliedinvirtual reality system was created based on the real-view of interview room and situation. some features which included interviewer, table, chair, cupboard, and other supporting stuffs designed by the researcher in order to make the atmosphere of interview session looks just like real. the additional menu and scoring provided on the application to give information to the users about the instruction and the result of score that will appear after they answer the questions. there was a time to answer the question for about 30 seconds so that the users are aware of what they are talking about and drive the users to give the best and specific answers. here are the following displays of the initial product design before it was developed based on the expert validation and the users’ response. 43 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. figure 3. the display of job interview menu figure 4. the instruction to use the application figure 5. the display of interviewer figure 6. the display of interview room figure 7. the display of interview score the design of the product still needs improvement to perform better for the users, especially to educate them. hence, the researcher also concerns to the suggestions and comments from the experts and users about the development of the design, content, and system to display better. the development consists of features, scoring system, and additional button as follows: 44 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. figure 8. initial and developed products the features focused on the additional supported stuff such as books, paper, lamps, and flower vase in order to give more interesting situation. the scoring system was made to display in detail result score and instruction how the users will get the score so that the users could evaluate themselves through the result. the additional button was designed to go for the next question so that if the users answered the questions before the limited time given, they could direct the cursor to the “skip” button and get another question. 45 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. the list of the questions applied in the job interview application was based on the suggestion of the business english lecturer which had been taught to the students by using her experiences to be a job interviewer. the questions were divided into three parts, namely: personality, company knowledge, and working agreement. it will affect the score decision for each part/session in the application. the used questions used for the job interview application are listed below. criteria no list of questions part 1 (personality) 1. tell me about yourself. 2. what are your strengths? 3. what are your weaknesses? 4. how do you spend your spare time? what are your hobbies? 5. describe for me your most rewarding accomplishment. 6. where did you see the job advertisement? part 2 (company knowledge) 1. why did you choose our company? 2. why do you want to work for our company? 3. what do you know about our company? 4. why did you decide to apply to this position? 5. have you had any work experience related to this position? 6. in what ways do you think you can make a contribution to our company? part 3 (working agreement) 1. describe a problem you have had and how you dealt with it. 2. what are your plans for the future? 3. are you willing to work overtime? travel? relocate? 4. why should i hire you? 5. what are your ideas on salary? 6. when could you start work? 7. do you have any questions? table 5 is list of interview questions 46 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. discussions the result of implementing job interview application through virtual reality system is inspected further in discussion. the discussion covers the meaning of the findings which include the result of validation from the expert, the students’ reaction on rubric, and the development of the job interview application. according to the rubric, the product validation has the overall assessment in the score of 4 which means that the application of job interview exceeds expectation or no modification is needed. in the other side, several statements show that this product still has evaluation to meet expectation but could be improved with minor changes with the score of 3. the expert hopes that the ability of virtual reality to create real context of job interview should be more relevant for the users. this expert’s expectation relates with the argument of held (1993, as cited in mandal, 2013) which expanded that telepresence happened when the manipulators have the expertise to allow operators to perform normal human functions. the result of the assessment on the design validation is different from the product validation. although the overall score is 4, there are three statements that need minor changes or could be improved to be better. based on the expert, the arrangement and location of the text and images, the environment presented with the real context, and the environment presented have to be more attractive for and appropriate with the users. it is in line with desai et al. (2014) who stated that virtual reality (vr) gives effect as if the users are in concrete existence as well as 3-dimensional computer-simulated environment. the expert of the product and design validation gave comments and suggestions toward the improvement of job interview application. he said that interviewee session in several questions is too long. it will be better if there is a button in directing to the next question. moreover, it will be more useful if the sound is recorded along with its score. the study about the need analysis in using virtual reality for job interview simulation that has been done by jailani (2017)showed that users have expectation that the application can improve to be better and run well. the overall scores show that the content of the interview is easy to understand and attractive. it can be seen from the score of 4 that the expert gave. on the other side, there are statements with the score of 3 regarding on estimated time given and questions for interview that implies the researcher have to develop it to be better. it is supported by jailani (2017) who stated that the users felt comfortable to answer the questions because they feel confident, and it can increase the ability of their speaking. the expert assessed the content for interviewer to be very good. it can be seen from the score of experts given is 4 which means that the pronunciation, language, and intonation made by the researcher are clear and understandable. as harmer (2001) 47 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. stated that the interaction happens when one or more person doesspeak. hence, speaking as an effective skill involves a good deal of listening, understanding of feeling, and knowledge about the linguistics terms. according to the rubric of the validation, the scores of contents for interview questions are generally classified in very well or score of 4. it means that the interview questions for users are easy to understand regarding on the use of grammar and relevant question with interview context. it supported by miller et al. (2014)suggest that interviewee should develop a clear intellectual understanding of how to interview effectively and learning to apply these ideas in practicing interviews. that is why the questions is important to be comprehended well in job interview session. the expert of content validation gave comments and suggestions toward the improvement of job interview application. she said that this kind of product for interview practice can be developed for further research in order to make users always update about their knowledge in interview fields. job interview application that has been said to be feasible and validated from the experts are then tested to the users. it is tested to 10 students from business english class. the students try to use virtual reality glasses with the application insides the glasses. they follow the instructions and choose the menu to point them on job interview simulation. afterward, the students were asked to fill the rubric in order to express their feeling and responses after using the application. in order to make the students feel more comfortable in using the application, the new variety of features are recommended to be added (jailani, 2017). therefore, the result of the responses was used for developing the application. students gave more attention to the interview questions provided and the usage of application that can create a comfortable situation. the application is very interesting and sophisticated because it can help the students to explore themselves in being interviewee through interview questions provided (jailani, 2017). the interview questions are easy to understand for the student and suit with the level of interview that have been learned by the student in business english class. miller et al. (2014) has been observed that interviewees should provide their self with the self-analysis questions to have chance in exploring another related interview question. therefore, the researcher arranges the questions on that way to help the students, at least, they know and enjoy the basic questions of interview. according to the lowest score that reach 10%, some students have different point of view on the statement of related questions with the material and the room is less attractive. according to gutiérrez et al. (2017), virtual technologies can increase students’ engagement and motivation in their teaching and learning activities. therefore, the lowest percentage responses from the students will be developed features for researcher to make the application performs well. 48 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. conclusions based on the finding and discussion, the development of job interview application can be done by the validity of the experts and the process of drawing conclusion on the students’ response after they tried the application. the validation focused on three major aspects of the application, namely product, design, and content validation. the score of product and design validation reach 93.33% and the score of content validation reach 93.75%. it can be concluded that the whole scores are very valid category so that the application can be directly tried out to the students of business english. the result of students’ reaction rubric showed that the students were motivated and attracted to the development of job interview application. hence, the interview questions provided were in line with the material that they learned in the class. they were enthusiastic with the development made by the researcher because it covered the needs of job interview practice rather than the initial product that they ever tried before. the researcher developed job interview application based on three major aspects that concerned to the suggestions from the experts and students. job interview application is developed based on features, scoring system, and additional button. the features include the interior design and some supported stuffs such as flower vase, paper, books, and lamps. the scoring system developed to the detail information on how the students/users will get the score and the display of the score for each session. furthermore, the additional button is added in order to make the users feel easy to try another interview question when the limited time to answer the question is not over. the interview questions were divided into three main parts, namely personality, company knowledge, and working agreement. each part consists of 6 to 7 questions for the users to answer. references abulrub, a. g., attridge, a., & williams, m. a. 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(2015). the effect of smartphone on students ’ critical thinking skill in relation to the concept of biodiversity, 3(2), 243–249. https://doi.org/10.12691/education-3-2-18 50 celtic: a journal of culture, english a teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 1, june 2019. sugiyono. 2011. metode penelitian kuantitatif, kualitatif, dan r&d. alfabeta, bangung sukmadinata, nana syaodih. 2016. metode penelitian pendidikan. pt remaja rosdakarya bandung. walisongo, e. (1983). gall, m, d., gall, j. p., & borg, w. r. educational research an introduction; third edition, 24–34. wilson, c. j., soranzo, a., & sheffield, s. (2015). the use of virtual reality in psychology : a case study in visual perception, 2015. https://doi.org/10.1155/2015/151702 acknowledgement the gratitude is directed to english language education department and informatics lab of university of muhammadiyah malang for supporting this study. faturrachman, y. & sulaiman, d. (2020). how rural instructor implements english for specific purposes (esp): instructor’s perception. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 94-101. 94 how rural instructor implements english for specific purposes (esp): instructor’s perception 1yani faturrachman*, 1dady sulaiman 1universitas kaltara, indonesia *corresponding author: fatur.yani92@gmail.com abstract teaching esp is necessary to be applied by the esp instructors because one of the teaching esp requirements is the instructors must prepare the suitable precision of english materials for the esp students. from several chronological descriptions, the researchers convey that he applies the qualitative study as his approach in the study. indeed, the three techniques mostly are usually used by the researchers in order to cover the completely problematic statements in this study. the result of data indicated that there were several the fact assumptions that the esp instructor mostly were always implementing the suitable lesson for teaching which were; (1) doing the needs analysis, (2) setting the instructional goals, (3) selecting the materials, (4) selecting the teaching techniques, (5) preparing the teaching media, (6) doing the teaching activities, and (7) adapting the learning sources. furthermore, the semi structured interview showed that the esp instructor has described the chronological problems and solutions when they have designed and implemented lesson plan such as; the problems in selecting the properly real esp material, in order to solve that the esp instructor proposed the phenomenal perception that they mostly used the communicative language teaching to encounter the fact problems. finally, the purpose of this study is to develop the way esp instructor can evaluate their teaching application and learning process so that he can change their perception in implementing a teaching plan. keywords: esp; perception; teaching plan abstrak mengajarkan esp memerlukan penerapan oleh intruktur esp karena salah satu syarat pembelajarannya adalah keharusan seorang instruktur mempersiapkan materi yang layak dari pengajaran untuk esp. penelitian ini menggunakan deskripsi kualitatif sebagai pendekatan. dari proses analisa data, diketahui bahwa instruktur esp selalu menggunakan fakta dan asumsi yang sesuai untuk pengajaran, yaitu; (1) analisis kebutuhan, (2) membuat tujuan pembelajaran, (3) seleksi material, (4) memilih teknik pengajaran (5) menyiapkan media pembelajaran, (6) melakukan pembelajaran, dan (7) mengadaptasi sumber belajar. selebihnya, wawancara sudah dilakukan dengan menggunakan semi-struktur interview. selanjutnya, hasil analisa dari data interview menunjukkan bahwa instruktur esp mampu menjelaskan secara kronologis berbagai masalah serta solusinya saat mereka mendesain dan mengimplementasikan rencana pembelajaran esp. sebagai contoh, permasalahan yang muncul adalah dalam hal pememilihan materi pengajaran untuk esp yang dianggap sesuai dengan tujuan pembelajaran. sebagai solusi, instruktur esp dalam penelitian ini memilih untuk menggunakan pendekatan pembelajaran bahasa komunikatif yang dianggap mumpuni dan sesuai untuk mengatasi masalah yang tengah dihadapi dalam mengimplementsikan rencana pembelajaran yang telah dibuat. akhirnya, penelitian ini dilakukan demi merekam dan mengkhasanahkan persepsi instruktur dalam menerapkan pembelajaran esp sehingga nantinya, diharapkan instruktur mampu merumuskan cara pandang/pikiran dalam mengaplikasikan rencana pengajaran yang efektif bagi pembelajar celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 95 sehingga akan dihasilkan luaran pembelajaran yang diharapkan, yaitu peningkatan kemampuan bahasa inggris pembelajar. keywords: esp; percepsi; rencana pembelajaran introduction globalization era has facilitated english learning. for english language learning courses are divided into two categories, such as: “english for general english (egp) and english for specific purposes (esp)” (basturkmen, 2010). english for specific purposes (esp) is a compulsory program that helps the students to encounter the international globalization era in their discipline areas. furthermore, there are several important features of learning esp, they are: 1) english language is being an international language, and increasing number of international students studying in the english speaking countries, 2) esp program that arises faster attainment of linguistics skills and additionally leads to the acquisition of the desired state of knowledge (jeczelewski, 2016). therefore, in globalization era, students should have the competent skill of english in order to facilitate them the proficient encounter for future career. additionally, english for specific purposes courses are usually designed to make the properly communicate with professional skills in performing particular jobrelated functions. so, chang et al. (2013) argues that there are five esp courses, such as: 1) business communication, 2) technical writing, 3) journalistic english, and 4) english for medical students, 5) english for nurses (kaur, 2016). thus, learning esp courses are dominant in all educational contexts that adult students usually use to present the communicative english in particular context. so, esp design is not purely passive skill design but nowadays esp design needs the practically communicative which relates to particular job. in teaching esp, the esp instructor has responsibilities the specific role for the esp students. moreover, the instructor must implement the appropriate esp lesson for the major or department because the esp instructors have many roles for teaching esp. fiorito (2005) asserts that “the instructors have several roles for teaching esp, they are: 1) organizing courses, 2) setting the goals and objectives, 3) creating a learning environment, for instance designing and implementing lesson plan in which is effective and efficient activity, and 4) evaluating the students”. hence, some of the esp instructor roles should know the comprehensive responsibility while the esp instructor teach esp course which is appropriate students’ department for instances english for economic development department, english for management, and english for administration public. in fact, the esp instructor is curriculum designer of designing a lesson plan in teaching english for specific purposes (esp) like lesson planner. according to harmer (2012, p.176), “course outlining and lesson planning are like maps”. in contrast, almabekova (2010) asserts that “the planning for lessons sometimes can be used as reflecting teaching by instructors in english for specific purposes”. based on these assertions, the researcher describes that there is contradictory point of view in explanation of designing lesson plan so that the researcher concludes that lesson plan is a guide which is used by the esp instructors to recognize the specific set of students faturrachman, y. & sulaiman, d. (2020). how rural instructor implements english for specific purposes (esp): instructor’s perception. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 94-101. 96 during a single class period. furthermore, lesson plan may improve the way the esp instructors well recognize in designing and implementing teaching plan. the researchers formulated how instructor implements does and what problems are faced by esp instructor in teaching plan. the instructor of esp conducts the needs analysis for esp students. the benefits of needs analysis are to investigate the students’ capacity in learning esp material such as students’ needs, wants, and lack. coanca (2013) found the new approach teaching esp through lesson plan for teaching esp to students at the faculty of computer science for business management. there are several procedures to design lesson plan with students’ level wants, needs, and lacks they were; a) the teaching vocabulary objectives such as: (1) students enable to express the vocabulary on the topic of “information security”. (2) students are able to introduce new vocabularies related to the specific topic namely: (explaining the terms "information security", "software systems", and enable to relate some vocabularies at the same field, such as "defenses strategies", "virus protection"). (3) students enable to discover and practice new vocabularies through exercises. b) the teaching grammar objective: students enable to practice of specific grammar, prepositions, participles, adverbs and conjunctions. c) the teaching speaking objectives, they were: (1) students are capable to communicate with the several vocabularies such as, “online security” and “online business situations”. (2) students are capable to discover new vocabulary from the students’ presentation in which related to students’ major in it. (3) students are able to communicate with the instructor-students and students-students with english language. in fact, lesson plan will be good if the instructors of esp conducted by starting from the needs analysis, concepts of the objectives and learning goals, teaching methodology, procedures to be taught, and times in the class. these steps, the instructors should be realized as lesson planner in teaching esp. (a). a syllabus a syllabus is defined broadly as a statement of any part of teachers overall plans converted in a classroom interaction for any part of curriculum. a syllabus enables the students to learn esp based on the students’ major. according to furthermore, there were three stages in designing and implementing the esp syllabus based on the students’ needs and wants in higher education. (b). the problems are faced by esp instructor in implementing a teaching plan english for specific purposes (esp) is designed to determine the precise material for students’ needs, wants, and lacks. in fact, most of the esp instructors face the problems when they design and implement lesson plan in teaching esp. hoa and mai (2016) found that there were numbers problems that were faced by the esp instructors. there are three factors problems that are faced by the esp instructor namely: (1) the problem is caused by the students’ ability, (2) the problem is caused by the esp instructor does not well-know the specialize knowledge which related to esp, and (3) problem is caused by an environments conditions. the esp instructors should recognize the proper material and well-know the specialize knowledge about esp and analyze celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 97 learning situations. so, teaching plan must follow the appropriate characterization of requirements is specific organization plan in order to help the students the fact goals in their future career. based on the finding above, there are numbers problems that are faced by the esp instructor as they feel challenge to make the enabled improvement and increase the esp theory in decision the suitable lesson plan. as matters of fact, the most of the problems were faced by the esp instructors which were; (1) content course selection and (2) the instructor pedagogy competency in teaching esp. furthermore, almabekova (2010) asserts that “the planning for lessons sometimes may be used as reflecting teaching by an instructor in english for specific purposes (esp)”. it means lesson plan should be reflected by the esp instructor. by doing reflection, the esp instructor will be aware to face problems in designing and implementing lesson plan for teaching esp. hence, the esp instructor needs to investigate the solution in order to improve in the teaching esp. method in this study, the researcher has used qualitative as an approach to collect the information and data. leedy and omrod (2010, p.94) states “qualitative research aims to study the many nuances and complexities of a particular phenomenon”. regarding the theory above, the researcher has collected the comprehensive information through the qualitative study approach. moreover, the researchers wrote the observation check listed and field noted, and then recorded the classroom activities. the usages of video recorded are one of source the original documentation data during the teaching and learning process. the researchers described and recorded all activities that related to the process of implementing a teaching plan that has done by esp instructor in three classes. the researchers asked the esp instructor to give the syllabus and teaching plan. documentation may be analyzed. the researchers conducted semi-structured interviews to investigate the way esp instructor designed a lesson plan and their believed, opinion, and attitude. the benefits of semi structured interview was permitted by the researchers to be investigated through asking anything and in-depth interview in details to the subject or participants (fraenkle, 2012:446). the researcher selected the focuses on this study from statements of the study, for instances the process of esp instructor implemented teaching plan from syllabus/course outline, the problems were faced by them, and the way esp instructor solved the problems in implementing a lesson plan. data collection described about the process of implementing a teaching plan from course outline. in addition, the researcher re-reads the result of field notes, check list and preliminary study to prepare the data based on phenomenon in the classes. video records replay to begin the process of analysis. the researchers reduced video records to prepare to be analyzed. besides, the researchers also syntheses the field notes and check list and documents’ data to begin the process of analysis. findings and discussion the findings section covers the description of research site, the description of archival documents (lesson plan), and the description of interviews. thereafter, the discussion described in the findings is the closing statement of the chapter. faturrachman, y. & sulaiman, d. (2020). how rural instructor implements english for specific purposes (esp): instructor’s perception. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 94-101. 98 the way esp instructor implements a teaching plan table 1. esp instructor implements a teaching plan the observation study english for management doing needs analysis the instructor conducts the needs analysis in the first meeting. the explaining the goals for students in every meeting, the instructor designs the instructional goal is too general for the students. giving the materials the instructor presents the materials from the syllabus. sometimes, he invites them toward the english for management. furthermore, the material adapts from internet. topic bargaining, how to promote product and company, service the way complaining and responding for costumer/consumer communication transactional about bargaining, complaining, and responding to consumer, procedure text. students demonstrate the materials “description and procedure text in promoting product and company”. then, the instructor divided them to make some groups. based on the findings, the researcher notices that most of them have the standardized procedures to design a lesson plan in teaching esp. it is in line with coanca’s report (2013) that “instructors conducted the needs analysis in designing and implementing lesson plan such as; learning situation, target situation, creating interesting and appealing materials, establishing general syllabus of the topics and tasks, producing detailed language skills and checking language and skills content of materials”. in short, the esp instructor should recognize teaching plan in order to better the procedure in implementing a teaching plan. the researchers describe there are two points in this study which are; (1) the process of implementing a teaching plan in determining the course. it is in line with almabekova’s declaration (2010) that “the planning for lessons sometimes can be used as reflecting teaching by the esp instructors in teaching process”. the purpose of this study is to develop the way esp instructors can evaluate their teaching design and learning process so that they may change their perception in designing and implementing a lesson plan. the problems are faced by esp instructor in implementing a teaching plan during the semi structured interview session, the researchers had conducted the semi structured interview sections on sept 27th and december 19th, 2018 at kaltara university. the researcher tries to identify that there are two problems that are faced by the esp instructor when he were implementing a teaching plan. as follows: (1) the esp instructor lacked of the theoretical of esp in teaching esp, the knowledge of the theoretical of esp is the proficiency the instructor to practical the organization in certain way. based on semi structured interview, esp instructor has realized to teach the esp students that the teaching celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 99 vocabulary was the most difficult for the majority of students’ esp, and followed by pronunciation. the amount of unfamiliar vocabulary made students feel worried because most medical terminology is multisyllabic words in which the medical vocabularies are longer and more complicated than the commonly used words. i think problem is, when students pronounced some vocabularies in english. esp students spoke some english words which were influenced by the first language. (instructor) commonly, most of english for specific purposes material is learning vocabulary which is appropriate with students’ discipline areas. the result of the data indicates that he has revised their vocabularies and needed much more time in learning process. therefore, the teaching vocabulary actually is one of the characteristics of learning esp and the appropriate vocabulary with their field of study such us, the needs, wants, and lacks. (2) the problems in selecting esp materials the characteristic of teaching esp is determining the eligible material for students’ field of study. in this case, most of esp materials should be revised by esp instructor when designing a lesson plan. the result of semi structured interview shows that the esp instructor has faced a problem when she has selected the appropriate material for their discipline areas. for instance the material is future life which she has taken from syllabus. i have a problem when i select material from syllabus. i think this syllabus is not connected with what is being discussed. (instructor) the result of the data shows that the esp material should have specific purposes for their discipline areas. therefore, the esp instructor selects the material by adapting other sources otherwise the material is not appropriate with their future career. in teaching esp, the esp instructor must investigate the situation and the condition of the esp students. there are two several feature steps that they conduct to investigate the esp students in designing and implementing a teaching plan. they are: (1) the esp instructor asks them to speak up in order to check them the knowledge of the esp by asking and answering questions. (2) the esp instructor tries to select the materials from syllabus. based on the findings descriptions, in short, the researchers indicate the fact that the esp instructor does the needs analysis for the students’ proficiency in learning english. it is similar to hoa and mai’s report (2016) who report that “there are two issues that happened by esp instructors which are; (1) the problems relate to students of esp and (2) the problems relate to the esp instructor”. in this section, the researcher indicates that each esp instructors encounter the problems which relate to the esp students in designing and implementing a lesson plan. in contrast, it is contrary with hutchinson and water’s theory (1990:55) who states that “there are three categories of needs when conducting needs analysis in language classroom, such as; (1) necessity, (2) wants, and (3) lacks. faturrachman, y. & sulaiman, d. (2020). how rural instructor implements english for specific purposes (esp): instructor’s perception. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 94-101. 100 conclusion there were some of the implementations a teaching plan which were conducted by the esp instructor in teaching esp. as follows: (1) the needs analysis, (2) the objectives for the esp students, (3) the esp materials, (4) the teaching media, (5) the teaching technique, (6) the teaching activities and (7) the learning source. in fact, from the view of the esp material, most of the esp materials are suitable materials from the characterization of english for specific purposes are to meet specific students’ objective with their discipline areas. the researchers found that there were two problems that were faced by the esp instructor which were; (1) the nonexistence of the theoretical of english for specific purposes (esp), and (2) the problem in selecting the esp materials from syllabus. as a matter of fact, from the view of english for specific purposes is must be proper instructors which are graduated by master degree in order to meet specific students’ discipline areas. references almabekova. o. a. (2010). refelective teaching esp. journal of siberian federal university. humanities & social sciences 3 (2010 3) 462-475. siberian federal university. basturkmen, h. (2010). developing courses in english for specific purposes: palgrave mac millan: university of auckland. new zealand. bogdan, r. c, and biklen, s. k. (2013). qualitative research design for education: an introduction to theory and methods, fifth edition: usa. pearson education, inc. (p.107-153) chang. y-j. liu, j-y. yang, f-y. and sun, y-c. (2013). is what i need what i want? reconceptualising college students’ needs in english courses for general and specific/academic purposes. journal of english for academic purposes 271–280. department of foreign languages and literature, national tsing hua university, no. 101., section 2, kuang-fu road, hsinchu city 300, taiwan, roc. coanca. m. (2013). new approach in teaching esp. conference proceedings of elearning and software for education" (else)), issue: 02 / 2013, pages: 464469. romanian-american university, bucharest, romania. accessed on march 27th, 2016, at 7.47 p.m. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative, 4th edition: new york. pearson education inc. (p. 212224). creswell, j. w. (2014). research design: qualitative, quantitative, and mix methods approaches, fourth edition: london. la. usa: sage publication, inc. (p.234). fiorito, l. (2005). teaching english for specific purposes (esp). esp journal. university of naples. fraenkle, j.r, wallen, n.e, and hyun, h.h. (2012). how to design and evaluate research in education, 8th edition: new york. mcgraw-hill companies. (p.446). hutchinson, t. and waters, a. (1990). “english for specific purposes”, cambridge university press. harmer, j. (2012). essential teacher knowledge: core concepts in english language teaching. england and associated companies throughout the world. pearson education limited. (p.134-136). hoa, n. t. t, and mai, p. t. t. (2016). difficulties in teaching english for specific purposes: empirical study at vietnam universities: published by canadian center of science and celtic: a journal of culture, english language teaching, literature and linguistics vol. 7, no. 1, june 2020. e-issn: 2621-9158 p-issn:2356-0401 http://ejournal.umm.ac.id/index.php/celtic/index 101 education. higher education studies; vol. 6, no. 2; 2016 issn 1925-4741 e-issn 1925-475x. vietnam national university, jeczelewski, s. (2016). needs analysis, course design and evaluation of business english b.a. essay kt.: 110593-3179. university of iceland school of humanities department of english. leedy, and omrod. (2010). practical research planning and research: usa. pearson education inc. (p.94). maulidiyah, n. (2015). developing english material for library science students of terbiyah and teachers training faculty of iain antasari. thesis published. iain antasari. banjarmasin. ieee paper template in a4 (v1) 1 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. english teachers’ efficacy in using pedagogical techniques to promote higher order thinking skills muhammad ansori graduate student of english education, universitas sebelas maret, surakarta muhammadansori1809@gmail.com abstract the 21st-century learning demanded students not only to be academically competent but also to master some crucial soft skills needed in today‟s challenging world. promoting and implementing hots becomes crucial things to do in the learning process. this study aimed to find out english teachers‟ efficacy in using interactive, critical thinking and meta-cognitive pedagogical techniques to promote hots in the learning process. this study employed a survey research method. the research approach used was descriptive quantitative. five likert-scale questionnaires are used as the instruments for collecting the data. the questionnaires are distributed through the online form to 15 in-service english teachers at the secondary high school level. furthermore, the data were analysed using a quantitative descriptive data analysis technique. the results of this study indicated that english teachers have high self-efficacy in using interactive, critical thinking, and metacognitive pedagogical strategies to promote hots in the learning process. the result of this study provided a preliminary understanding about the english teachers‟ self-efficacy level in using some meaningful pedagogical techniques to promote hots in this 21stcentury learning. this understanding will lead to the impact of their implementation in a real teaching context. exploring their practice in the real classroom context in implementing hots becomes a crucial issue for further study. keywords: high order thinking skills (hots), english teachers’ efficacy, pedagogical techniques introduction the framework of 21st-century learning demanded students to master some important soft skills; creative, innovative, critical thinking, problem-solving, communicative, and collaborative skills (www.p21.org). gaining these skills, of course, will support students to survive in today-challenging era. this is also in line with the goal of the national education system of indonesia that “… to develop students‟ potential to become a critical, creative, and independent citizen” (sistem pendidikan nasional, 2003). this all means that fostering student‟s ability to think at a higher level in this century has been such an important issue. the educational systems should also be redesigning to match with those needs. fortunately, the educational stakeholders in indonesia have realized this issue. as the result, they launched the curriculum 2013 (k13). this curriculum gave much space for students to develop their soft skills by proposing the principle of higher order thinking skills (hots) in teaching and learning process. hots-based learning was believed as an effective way to develop students‟ important skills in the 21st-century learning. mailto:muhammadansori1809@gmail.com http://www.p21.org/ 2 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. the existence of hots in curriculum 2013 has been implemented in both science and social study, including english (tanujaya, mumu, & margono, 2017; siswoyo & sunaryo, 2017; jannah, 2018). in the secondary school level, teaching english using hots achieved by using the scientific approach bridging with some relevant methods such as project-based learning and problem-based learning. as stated by ariyana et al. (2018), hots-based learning can be achieved by using some learning models such as inquiry learning, problem-based learning, and project-based learning. in this case, teachers have to be creative to use various kind of teaching approaches as well as pedagogical techniques. the purpose is to engage students in meaningful activities and to promote hots in the learning process. this becomes important since they are the people who facilitate the success of learning. regarding these challenges, english teachers, as the facilitator of the learning, must be confident with their capabilities to use their pedagogical techniques to promote hots in the learning process. personal judgments of one's capabilities to organize and execute courses of action to attain designated types of educational performances are defined as self-efficacy (bandura, 1977). judgments of self-efficacy also determine how much effort people will expend and how long they will persist in the face of obstacles or aversive experiences. besides, bandura mentions that in applying existing skills strong self-efficaciousness intensifies and sustains the effort needed for optimal performance, which is difficult to realize if one is beleaguered by self-doubts. the stronger the perceived self-efficacy, the higher the goal people set for themselves and the firmer is their commitment to them (bandura, 1993). in addition, people who have a high sense of efficacy visualize success scenarios that provide positive guides and supports for performances (bandura, 1993). in other words, the judgment of the teachers about their capabilities in applying such pedagogical techniques plays important roles in determining the success of promoting hots in the learning process. considering the current phenomena of hots, this paper aimed to investigate english teachers‟ efficacy in using pedagogical techniques to promote hots in the teaching and learning process. this becomes important since the positive teachers‟ efficacy in using pedagogical techniques such as interactive, critical thinking, and metacognitive pedagogical technique will lead to the success of the implementation of hots. eventually, the result of the study is expected to contribute as a preliminary description of the extent to which the english teachers‟ self-efficacy in using various teaching techniques to support the implementation of hots in the 21st-century learning. higher order thinking skills (hots) various definitions of hots have been proposed by some experts. anderson and krathwohl (2001) as cited in (brookhart, 2010) define hots as the “top end” of bloom‟s taxonomy: analyze, evaluate, and create or, in the older language, analysis, synthesis, and evaluation. whereas, thomas and thorne (2009) describes that higherorder thinking is thinking level is higher than memorizing or restating the facts and requires students to do something about the facts, to comprehend them, to draw the 3 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. conclusion from them, to connect them with other facts and concepts, to categorize them, to manipulate them, to put them together in new ways, and to apply them as new solutions to new problem. the students that achieve the level of higher order thinking skill are believed to have critical thinking skill and will be able to create problemsolving skills. the concept of hots initially was taken from bloom‟s taxonomy (bloom, 1956). it refers to the cognitive domain that categorizes the level of cognitive process in educational settings. this concept helps teachers or instructional designer to determine the level of learning included in the instructional design. at the first time, it was introduced, the original taxonomy used to classify the curricular objectives and test items (krathwohl, 2002). the emerge of original taxonomy provided definitions for each of six major categories in the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation (krathwohl, 2002). the categories in the bloom taxonomy for cognitive development are hierarchically ordered from concrete to abstract (pappas, pierrakos, & nagel, 2013). the mastery of the simpler category was requisite to master the more complex categories. in 2001, anderson and krathwohl and some people with expertise in the areas of cognitive psychology, curriculum and instruction, and educational testing, measurement, and assessment revised the original taxonomy (anderson et al., 2001). in the revised bloom‟s taxonomy, the three original categories were renamed and the order of two was interchanged. the structure of the cognitive process dimension in revised taxonomy was: remember, understand, apply, analyze, evaluate, and create. besides, the structure of the knowledge dimension of revised taxonomy was factual knowledge, conceptual knowledge, procedural knowledge, and the metacognitive knowledge. krathwohl (2002) mentioned that factual knowledge was the basic elements that students must know related to their subject matter to solve the problem. conceptual knowledge refers to the interrelationships among the basic elements within a larger structure that enable them to function together. while, procedural knowledge is how to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. teachers’ self-efficacy the construct of self-efficacy has a relatively brief history that began with bandura's (bandura, 1977) publication of "self-efficacy: toward a unifying theory of behavioral change”. since then, the theory has been applied in various disciplines and settings. efficacy beliefs influence how people feel, think, motivate themselves, and behave. it produces these diverse effects through four major processes (bandura, 1993). they include cognitive, motivational, affective, and selection processes. a. cognitive processes human‟s behavior is regulated by forethought embodying cognized goals. personal goal setting is influenced by self-appraisal of capabilities. the stronger they perceived self-efficacy, the higher the goal challenge people set for 4 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. themselves and the firmer is their commitment to them. moreover, people who have a high sense of efficacy visualize success scenario that provides positive guides and supports for the performance. in contrast, people who doubt their efficacy visualize failure scenarios and dwell on the many things can go wrong. b. motivational processes self-belief of efficacy plays the important role in self-motivation. people motivate themselves and guide their actions anticipatorily by the exercise of forethought. they form beliefs about what they can do. they anticipate likely outcomes of prospective actions. they set goals for themselves and plan the course of action designed to realize valued futures. c. affective processes people‟s belief about their capabilities affect how much stress and depression they experience in threatening or difficult situations, as well as their level of motivation. this is the emotional mediator of self-efficacy belief (bandura, 1993). d. selection processes belief about personal efficacy enables people to choose the activities and environment. people tend to avoid the activities or situation that they believe exceed their coping capabilities, but they readily undertake challenging activities and select the situations they judge themselves capable of handling. by the choice they make, people cultivate different competencies, interest, and social networks that determine life courses. regarding teachers‟ self-efficacy, gibson and dembo in (bandura, 1993) find that teachers who have a high sense of instructional efficacy effuse more time to academic learning, provide help to the students who had difficulty in learning, and give praise to their accomplishment. in contrast, those who have a low sense of instructional efficacy spend more time on nonacademic pastimes, readily give up students if they do not get quick results, and criticize them for their failures. thus, the teachers who have a strong belief about their instructional efficacy create more experience for the students and those have self-doubt construct classroom environment are likely to undermine students‟ sense of efficacy and cognitive development. interactive, critical thinking, and metacognitive techniques teachers play a vital role in the teaching and learning process. in 21st-century learning, one of their main roles is to promote hots in the classroom. promoting hots can be done by using some pedagogical techniques: interactive, critical thinking and meta-cognitive techniques. interactive pedagogical techniques can be defined as two ways process in which students are expected to be actively get involved in the learning activities. butefish in (wang & zhu, 2013) stated that interactive teaching is the process whereby teachers and students communicate for the successful completion of a learning task. critical thinking is reasonable and reflective thinking that focused on determining what to believe or do (ennis, 2011). it is also frequently described as a metacognitive process, comprising various sub-skills such as analysis, evaluation, and inference that, when 5 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. used appropriately, increases the chances of delivering a logical conclusion to an argument or solution to a problem (dwyer, hogan, & stewart, 2014). critical thinking strategy refers to the use of cognitive skills to increase the probability of a desirable outcome. in the 21st-century learning, critical thinking becomes the main foundations of educational reforms supported by the students-centered approach in addressing the global challenge across the world (ab kadir, 2017). another term of the pedagogical strategy used in this study is metacognition. this term refers to higher order thinking skills that involve more active control over the thinking processes involved in learning (iftikhar, 2014). metacognition is also the term to mention about “thinking about thinking”. it is well known as an internal, psychological process that is necessary for effective learning and problem solving (flavell in perry, lundie, & golder, 2018). metacognitive techniques are beneficial to be implemented in the teaching process. since it can use to enhance students‟ comprehending skills as well as to motivate students in the learning process. this technique also helps students to monitor, plan, assess and control their performance when performing a specific task, as well as techniques that actively help them to solve new problems (perry et al., 2018). previous studies recently, hots become such an interesting topic in indonesia and leads some researchers to explore some researches. these have been developed not only at the secondary education level but also at the higher education level. although, some resources mentioned that the implementation of hots in indonesia is still at the infant stage compared to other countries. such research in hots conducted by ahmad (2018), he mentioned that implementation of hots and lots in teaching-learning process in indonesia, especially in high school is not in sequence. it should be from lots to hots (remembering, understanding, applying, analyzing, evaluating, and creating). when conducting research about hots, a researcher should focus on the teacher‟s understanding and perception of lots and hots or how the teachers make a lesson plan based on hots and lots. afandi et al. (2018) studied 120 pre-service science teachers to identify their perception about hots in the 21 st century. he concluded that pre-service science teachers are aware of the importance of hots and learning that emphasizes the aspects of hots to face the challenges of the 21st century and the skills of hot that will be required to becomes a teacher in the 21st century. additionally, rapih and sutaryadi (2018) studied the understanding, implementation, and challenges of 35 elementary school teachers in implementing hots. by using closed questionnaire, they concluded that most of the respondents have already understood the concept of hots. moreover, the respondents agreed that hots could already be implemented in the elementary school. regarding the challenges, most of the respondents had difficulties in designing and implementing hots-based evaluation, delivering of learning material, designing instructional media, designing learning tools and difficulty in the process of compiling teaching materials. in the context of teaching in senior high school, one of the studies about hots in the classroom context is carried out by suprapto et al. (2017) by taking 38 students of the vocational high school as sampling, he conducted the research because the quality 6 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. of outputs of the senior vocational schools has not met the competency. the result of his study concluded that using problem-based learning strategies in the teaching-learning process are better than conventional strategies. more than that, it can improve the students‟ critical thinking that they can implement in problem solving, teamwork, and self-confidence. moreover, hots is really useful for students for their future career since it is important to win job position over other candidates, find solutions for the problem faced in the workplace, and create good teamwork. those aspects will support the future career of the students. sutarto (2017) studied the concept and principles of competency-based instruction (cbi) and hots and its integration with hots in cbi in a vocational high school (smk). he concluded that hots are beneficial not only for the students but also for teachers, schools, community, business, and industry. they benefit the students to be critical thinking, creative to solve real-life problems, and prepares them to be more employability. for the teacher as the main player in teaching and learning process, they have to be the positive aspiration to hots and have adequate knowledge and skills in teaching hots. besides, schools, community, business and industry would have technical and vocational school graduates who are creative, innovative, problem solver, and productive citizen. another study about hots in higher education in indonesia had been conducted by tanujaya et al. (2017), he studied the relationship between hots and students‟ academic performance in mathematics instruction. he concluded that there is a significant relationship between hots and students' academic achievement. moreover, students with the high level of hots are expected to succeed in their next study in the study program of mathematics education. students who have high hots tend to get high gpa in mathematics instruction, whereas those with low hots tend to have low gpa. therefore, the value of hots can be used as an indicator in the selection of new students. compared to the previous studies mentioned earlier, the present study certainly differs in the term of context and variable aspects. the study about teachers‟ efficacy in promoting hots in english language teaching context in indonesia is still limited. the variable aspects that will be explored are interactive, critical thinking, and metacognitive pedagogical techniques. this study will offer new insight about english teachers‟ efficacy especially dealing with the promotion of hots-based learning in elt context. method this study employed a descriptive quantitative approach using a survey research method to know english teachers‟ efficacy in using pedagogical techniques to promote hots in the classroom. the study involved 15 english teachers using a purposive sampling. all teachers have received sufficient training on the implementation of the curriculum 2013 (k13) and the integration of hots in the learning process. the instruments used for this study is a five likert-scale questionnaire from strongly disagree to strongly agree. a total of 17 items of questions distributed through online form. the instruments were adapted from (le, 2013) and have been met the criterion of content validity and reliability from the experts. furthermore, the data were analyzed using spss to know the mean and standard deviation of each variable. the criteria used 7 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. to interpret the data were adapted from wiersma (2000) as cited in afandi et al. (2018) as shown in table 1. table 1. the interpretation of the mean score mean score interpretation 1.00–2. 49 low 2.49–3.49 medium 3.50–5.00 high finding(s) and discussion the respondents’ profile the questionnaires were distributed to 20 english teachers. at the end of the survey, only have 15 respondents completed answering the questionnaire. they came from various backgrounds. the table 2 below shows the characteristics of respondents. table 2. the profile of respondents no data respondent total percentage 1. gender male 4 26.67% female 11 73.33% total 15 100.00% 2. educational background master 3 20.00% bachelor 12 80.00% total 15 100.00% 3. level of teaching english senior high school 7 46.67% junior high school 8 53.33% total 15 100.00% 4. teaching experience 0 -5 years 9 60.00% 5-10 years 6 40.00% total 15 100.00% 5. school area urban 6 40.00% suburban 9 60.00% total 15 100.00% as shown in table 2, the majority of the respondents was the female with the percentage 73.33% and male respondents were 26.67%. the educational background of the respondents showed that 80% of them have bachelor degrees, and 20% of others have master degrees. in addition, 46.67% of the respondents were senior high school english teacher and 53.33% of them were junior high school english teachers. furthermore, table 2 also showed that 60% of the respondents have experienced in teaching english for less than 5 years and 40% of them have more than 5 years‟ experiences of teaching english. it means that most of them have sufficiently experienced in teaching english. moreover, 60% of them taught in the suburban school area, while 40% taught in the urban school area. english teachers’ efficacy in using interactive, critical thinking, and metacognitive pedagogical techniques to promote hots based on the result of data analysis as shown in table 3, the mean score of english teachers‟ efficacy in the aspect of using interactive pedagogical techniques is in 8 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. the high level (m = 3.84; sd = 1.09). likewise, in the aspect of using critical thinking pedagogical techniques, the total of mean score is in the high level (m = 3.90; sd = 0.93). in the last aspect, meta-cognitive techniques, english teachers‟ efficacy is also in the high level (m = 3.90; sd = 0.99). zohar (2015) mentioned that in order to use metacognition successfully when teaching hots, teachers need a robust knowledge of elements of metacognition, that is, of the pertinent meta-cognitive knowledge and skills related to hots. to summarize, the mean score of english teachers‟ efficacy from three aspects is in the high level (m = 3.88; sd = 0.99). table 3. the descriptive statistical analysis of english teachers‟ efficacy in using interactive, critical thinking, and metacognitive pedagogical techniques to promote hots aspect variables n mean std. dev interpret ation interactive pedagogical techniques 1. implement “think, pair, and share” 15 3.87 1.06 high 2. show students how to study in multiple ways 15 3.93 1.03 high 3. create effective student discussion groups that have students of varying abilities 15 4.00 1.07 high 4. create effective student discussion groups that have students of the same abilities 15 3.40 1.35 medium 5. allow students to demonstrate what they have learned in creative ways 15 4.00 0.93 high mean total 3.84 1.09 high critical thinking pedagogical techniques 1. put students in groups to solve problems, discuss answers, and apply information to particular situations 15 3.80 0.94 high 2. reflective thoughts 15 4.00 0.76 high 3. encourage students to “think out loud” when answering questions 15 3.80 1.15 high 4. ask questions from simple factual recall to more analysis and synthesis 15 4.20 1.08 high 5. model contextual examples when discussing content material 15 3.73 0.88 high 6. evaluate student learning by allowing students to provide real-life examples 15 3.87 0.74 high mean total 3.90 0.93 high metacognitive techniques 1. use multimedia to enhance student learning 15 3.87 0.83 high 2. show students how to take notes by using guided notes 15 3.80 0.86 high 3. hold class debates 15 4.07 0.96 high 4. use a peer review system in my classroom 15 4.07 0.96 high 5. evaluate student learning through studentcreated multimedia formats 15 3.87 0.92 high 6. show students how to create their own test items to prepare for exams 15 3.73 1.10 high mean total 3.90 0.94 high total average 3.88 0.99 high as shown in table 3, the results indicated that english teachers have high selfefficacy in using interactive pedagogical techniques. they have the ability that related to implementing “think, pair, and share” technique, show students how to study in multiple ways, create effective students‟ discussion group, and allow students to demonstrate what they have learned in creative ways. interactive technique becomes 9 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. important pedagogical skill needed for 21st-century teachers. by using this technique, teachers will give students this meaningful interaction in the classroom. for example, they will actively participate in the educational activity, simulate professional situations, perform creative and research tasks, engage in discussions with fellow students, learn to substantiate their point of view using arguments, discuss the strategies for effective behavior in conflict situations (kutbiddinova, eromasova, & romanova, 2016). this result of the study is in line with some researches that imply that teachers with an assured sense of self-efficacy set the tone for a high-quality classroom environment by planning lessons that advance students „abilities and making efforts to involve them in a meaningful way (chacón, 2005; zee & koomen, 2016). in the critical thinking pedagogical techniques, the results showed that english teachers have high self-efficacy to use some following techniques: putting the students in a group to solve the problem, discussing the answer and applying information in a particular situation, asking the students to do reflective thought, encouraging the students to do “think out aloud” when answering a question, asking questions from simple factual recall to more analysis and synthesis, modelling contextual examples when discussing content material, and evaluating student learning by allowing students to provide real-life examples. critical thinking has become the main issue in the field of education to prepare students for the 21st-century learning (ab kadir, 2017; stupple et al., 2017; alnofaie, 2013; petek & bedir, 2018). on the other hand, it was clearly stated that the proper cultivation of these skills in learners was heavily dependent on teachers (petek & bedir, 2018). therefore, english teachers with high self-efficacy will give the positive assumption that they will implement the critical thinking pedagogical techniques in their classroom to promote higher order thinking skill needed in the 21stcentury learning. the last aspect to know in this study is english teachers‟ self-efficacy in using meta-cognitive pedagogical techniques. metacognitive deals with the knowledge about persons, tasks, and strategies. metacognitive skills are the skills and processes used to guide, monitor, control and regulate cognition and learning (zohar & barzilai, 2015). the use of meta-cognitive techniques to embrace hots is crucial. from the results of the study, it showed that english teacher successfully had high self-efficacy in using such kind of meta-cognitive pedagogical techniques. they feel that they have already had the ability to use multimedia to enhance student learning, show students how to take notes by using guided notes, hold class debates, use a peer review system in my classroom, evaluate student learning through student-created multimedia formats, and show students how to create their own test items to prepare for exams. their selfefficacy will describe what bandura (1993) mention that “the stronger the perceived self-efficacy, the higher the goal people set for themselves and the firmer is their commitment to them. their high commitment to use this meta cognitive technique will lead to the success of promoting hots since it is a key source to enhance students‟ learning, perception skill, motivation, and performances (iftikhar, 2014). conclusion the 21st-century learning requires students not only to be academically competent, but they also have to master some crucial soft skills needed in today‟s‟ challenging world such as creative, innovative, critical thinking, problem-solving, communicative, and collaborative skill. these become what underlies the 10 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. implementation of hots-based learning in indonesia. the success of hots certainly cannot be separated from the role of teachers since they determine the success or failure of hots in the learning process. therefore, understanding of the extent to which teachers‟ efficacy regarding their capabilities in using pedagogical techniques to promote hots become crucial. teachers‟ high self-efficacy will lead to positive impacts on the implementation of hots in the classroom. the results of this study have shown a positive description of english teachers' efficacy in using pedagogical techniques to promote hots in the learning processes. english teacher's efficacy level in the aspect of using interactive pedagogical strategies shows a high level (m = 3.84; sd = 1.09). additionally, in the aspect of using critical thinking strategies, their self-efficacies are also in a high level (m = 3.90; sd = 0.93) and the last aspect, meta cognitive pedagogical techniques, is also at a high level (m = 3.90; sd = 0.94). overall, the mean score of english teachers' efficacy from three aspects is in the high level (m = 3.88; sd = 0.99). these results indicated that teachers are fully confident with their abilities to use interactive, critical thinking, and meta cognitive pedagogical strategies to promote the implementation of hots-based learning in the classroom. the study about hots in the field of english language teaching in indonesia is still at the infant stage and needs further study. the results of this study certainly can be used as a preliminary description of the extent to which the english teachers‟ selfefficacy in using various teaching techniques to support the implementation of hotsbased learning. the further crucial thing to do is exploring the implementation of english teacher self-efficacy and hots based-learning in the real classroom context. this becomes beneficial so that evaluations can be carried out in the form of teachers‟ training as well as evaluation for government policies. references ab kadir, m. a. 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(2015). metacognition and teaching higher-order thinking (hot) in science education: students‟ learning, teachers‟ knowledge, and instructional practices. the routledge international handbook of research on teaching thinking, (june), 229–242. ieee paper template in a4 (v1) 42 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. food: invisible bridge connecting the past and present day of diasporic identity sri hariyatmi school of liberal arts, mae fah luang university, chiang raithailand sri.har@mfu.ac.th abstract as people migrate, they move along with their emotional luggage including flavors, aromas, smells, and their gastronomical experience that also travel with them. this paper seeks to explore the role of food in the life of diaspora and how their negotiation to choose food in their new “home” has become a magical space that allows them to reconfigure their sensory system and eventually makes them a person with richer sensory systems. several studies have been conducted to explore the relationship between personal identity and food preference. none, however, discusses how food choice influences the reconstruction of identity. thus, this study aimed at filling the niche by exploring the relationship between food and its influence in reconstructing identity quest. this qualitative study collected its data from ten diasporas living in thailand and indonesia by using an informal semi-structured interview. the interview results were employed as the main data of this study. in addition, a descriptive qualitative technique was used to analyze the data. drawing on babha‟s concept of hybridity, this paper argues that firstly, food is an invisible bridge connecting the past and present-day of diasporic identity. secondly, it also served as the shrine of negotiation for the diaspora in this study to reconfigure their identity in enduring adversity from living under a new dominant culture. keywords: food, memory, diaspora, negotiation, reconfigure introduction “[it] is never just food it is endlessly interpretable materialized emotion” eagleton food can be as deceptively simple as something that we eat to satisfy our hunger and nourish our bodies. however, as simple as it may seem, it has layers of meanings and roles related to emotional experience. as pazo states, “despite its core function to nourish our wellbeing, food has symbolic and connotation meanings as many as we can imagine” (pazo, 2014, p. 11). hence, it is worth remembering fichsler's notion that "food not only nourishes but also signifies" (fischler, 1978, p. 276). furthermore, food is also an interwoven web of the past nostalgia that “strongly linked to our history and memory, therefore it “shapes our identities” (lee, 2015, p. 5). thus, the link between food and identity is an intimate and complex relationship. people eat beyond merely for sustenance their physical needs, but also to establish “a direct identity between themselves and their (culture) food” (leach 1985, via chang, 2011, p. 1). as barthes argues: “food is a means where people can access their past, culture, and nationality” (barthes, 2008). to put it simply, food is a close bond that people can have in order to stay in touch with their culture. as people migrate and have to live in a different country, their gastronomic experiences such as food choice and eating style travel with them across space and time. mailto:sri.har@mfu.ac.th 43 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. therefore, they have to negotiate their food preferences according to a new social environment and cultural space. by doing so, they will not only modify their gastronomical experience but also at the same time integrate into a new society and in the end, reconstruct their identity. in the context of migration and diaspora, pollock (2009) via jagganath (2011) claims that the influence of transnational culture can be traced through foodscapes. it provides us with an opportunity to highlight the continuity of culture, innovations and the communities‟ choice in enhancing their identity. it is also worth remembering that previous studies have been conducted in exploring the role of food and identity construction. food has become an industrious issue in cultural studies in its relation to the fluidity of identity quest. food not only has exceeded its function to nourish but also as a cultural marker of the immigrants' life and an agent that brings similar communities together (e.g. celikel, 2010; almerico, 2014; lee, 2015; perry, 2017). these studies concluded that the reflection of diasporic personal identity influences their food choice, and at the same time, food plays a significant role in their identity process. however, these existing studies have not explored how the diaspora negotiate their gastronomical experience and reconstruct their identity in their new space. this current study, therefore, attempts to present the reflective relationship between food experience and personal identity quest. it is expected that this paper will explore the role of food in the life of diaspora as well as to discover how the diaspora negotiates their food preference to survive, maintain their ties with their homeland, and at the same time construct and re-construct their identity. identity in the third space hybridity is a conceptual vocabulary theorized by bhaba, a leading figure in present-day cultural studies theory. bhaba has developed this term from cultural and literary theory to define the construction of culture and identity within the domain of colonialism and inequality (bhaba, 1994; 1996). as babha points out, hybridity is a process undertaken by the colonial authority to define the other (the colonized) identity in one universal platform. this process produces something new instead of something familiar as it is expected in the first place (papastergiadis 1997). bhabha proposes that hybrid identity is positioned in a liminal or in-between space, where “strategies of selfhood that initiates new signs of identity as well as innovative sites of contestation and negotiation, in the act of defining the idea of society occurs” (bhaba, 1994, p. 1-2). thus, the third space that bhabha indicates as an “interstitial passage between fixed identifications opens up for a new possibility” (bhabha, 1994:5). this space, as rutherford points out, enables the emergence of other positions (rutherford, 1990, p. 211). hybridity, for that reason, is undoubtedly a significant concept in reading the daunting experience of the diasporic people living in a new space where they will experience “a gradual spectrum of mixed-up differences” (geertz 1988,148). in this study, the concept of hybridity is employed to examine the role of food and how the respondents in this study negotiate their food preference and at the same time reconfigure their identity within a transnational context. 44 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. food and identity food has a strong relationship with cultural identity because "human beings invest food with special meaning as metaphor" such as mooncakes for chinese new year and eggs for christmas (chang, 2011, p.36). concerning this premise, food consumption has a profound and fundamental role that plays an important part in constructing one's identity. in other words, it is impossible to separate the relationship between food and culture. the link between food and culture is inseparable as food consumption is always connected to people's emotional memories and their attachments toward their homeland (ju kuo,2011, p. 11). to put it simply, food is a means to trigger profound memories of emotions, spaces, and events. in the life of diasporas, food not only serves a crucial role but it is also a medium for them to seek comfort and connection to their root. as mannur has synthesized: “immigrants are geographically and temporarily far away from their childhood homes. food has become their intellectual and emotional anchor that giving them a sense of rootedness" (mannur, 2010, p. 11). one of the examples of comforting ways they can do is by eating their ethnic food. in barthes‟ word, food is a means where people can access their past, culture, and nationality (barthes, 2008). in the context of food and diaspora, food can be viewed as the third space as “food and foodways precipitate the emergence of hybrid identities” (dundar 2016, p. 140). method this study was genuinely qualitative in nature, where the data collection methods was a semi-structured informal interview using both direct (in person) and an indirect method by using social media apps. the result of the series informal qualitative interview was the primary data employed in this study. in addition to the data collection method, this study used purposive samplings of ten respondents whose age range is between 17-35 years old. the respondents in this data are ten international students from ethiopia, bhutan, cambodia, china, indonesia, tanzania, and thailand. data collection was collected between januarymarch 2019. this demography was selected due to the convenience and accessibility of the chosen respondents in this study. moreover, the respondents in the present study share one core thread that they have been living abroad for at least one and a half years at the minimum and three years at the maximum. hence, their perception of gastronomical space is high and dynamic. findings and discussions this study intended to explore the role of food and its connection with a diasporic identity who lives under new gastronomical space. this paper argued that food served as a powerful means of an invisible bridge connecting the diasporic recollection about their past identity vis-à-vis with the culture they are experiencing in the present moment. besides, food also serves as a shrine of negotiation where the respondents in this study reconfigure their sensory palate before and after their exposure to the new food in their new landscape. to find the answers to the aforementioned objectives of this study, two thematic sub-chapters were comprised. the first sub-chapter presented the role of food and its 45 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. connection to past memory and nostalgia and the next following sub-chapter mainly discussed the diasporic food‟s preference that has become a shrine of negotiation for them in reconstructing their identity. 1. food: homeland connection “an immigrant travels with luggage of several kinds. there are suitcases packed with practical goods and memorabilia and there is baggage carried only in the mind, which contains flavors, aromas, and images from the kitchens of homeland and family.” cara de silva when people move from their homeland to a completely different country, inevitably, they can no longer eat or have the food that they usually consume in their home culture. living in a foreign country, the diaspora in this study eventually finds out that despite the whole new interesting horizon they encounter, they cannot help but feeling homesick when it comes to food. following their honeymoon stage with all-new exciting things they discover in their new place, the diaspora has to handle their most urgent predicamenthow to find a portion of delicious food that their sensorial memory system and their taste buds can accept. they feel nostalgic toward their homes and family; therefore, they try to consume some food with identifiable smells and familiar tastes to retrieve their homeland memory. lekzin, an expatriate student from the kingdom of bhutan mentioned that there is not a single day that he does not miss his family and friends back home. he argued that he found a remedy for his homesickness by eating similar food that his parents cook: “i usually call home and see what mum and dad cook for breakfast or dinner. then after saw what they cooked, i go to lamduan restaurant and imagine that i’m eating the same food. i also bring some traditional food from home to keep me connected with my people and culture”. similar thing is experienced by sun. whenever he misses his family, he will call his khmer friends to cook their khmer cuisine. “i would invite my cambodian friends who study at the university to cook our khmer food. it’s so fortunate for me as i can find the spice that i need for khmer food in thailand easily. by doing so, our homesick will be lifted from our heart”. gio, an indonesian expatriate shares similar therapy with sun: she cooked by herself when she felt homesick and longed toward her homeland food and family. gio explained,” i usually cook when i miss home. it’s not the complicated dish recipe as i could not find some of the specific spices in here, but simple food that i could prepare with the available ingredients here in thailand.” cheng added, “yeah…i usually cooked my dish when i missed what i had back home. i chose something simple with all the ingredients that i could find here”. another respondent stated that by cooking her dish, she could recall all the reminiscent of sweet memories she had with her family and friends in her homeland. food, for her, is a complex web of emotions that could bring the reminiscence of good memories and all the people she loves through the smells of the food when she cooked it. she said:” well…people might say that i'm romanticizing things, but cooking my food is not merely an act of making dishes, it is at the same time an act of remembrance and of accessing my past, bringing back all my nostalgic memories through its smells and taste. cooking my cultural food reminds me of who i am and the connection i have with 46 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. my family and friends in the past while at the same time i also work to connect myself with the people and culture where i currently live”. april, one of the respondents said that although she cannot cook, she still brings the instant spices of her favorite food from her country. she explained that she could use all those instant spice to „cook‟ whenever she misses home. "i honestly cannot cook and don’t really enjoy cooking, but living far away from home i cannot help missing my food, that’s why i bring instant spices of my favorite food”. on a similar note, another respondent explained that he brought with him an instant thai chili paste so when he misses home, he can cook his food using the spice. puphing said: “i bought some instant thai chili paste with me before i left for japan. i used it to cook whenever i craved for thai spicy chicken. i can find the chicken in japan, but the chili paste has to be chili paste from thailand. whenever i cook thais spicy chicken, i feel like i get more energy from it. its flavors and smells rejuvenate my energy, cure my longing for home make me feel more energetic to handle my tough time as a student in japan”. reading all the respondents' answers in this study indicates that food, for them, has become an invisible bridge that connects them to their memories and their homeland. moreover, as they live geographically far from home, they take refuge in food as an effort to travel beyond the in-between space and hence bear the challenges of "living here and remembering another place" (clifford, 1994, p. 255). the food they cook or other cultural stuff such as instant spices and traditional food that they bring to their new country are the artifacts that maintain the continuity of their previous identity and their new identity. those objects help them to feel home while being away from home. as gonzalez puts it, the moment people move from one place to another can create a feeling that they need to have certain objects to make them feel home while away from home” (gonzales, 1995, p. 146). this act of remembrance through the food as the bridge, however, does not turn the respondents in this study into people who only seek authenticity in their food. in fact, the respondents in this study use food as a means to mediate their past and reconfigure their identity in the present. the discussion of the respondents‟ negotiation in choosing food and how this new food has become the negotiation site for their before and after the identity is worth discussing in the following sub-chapter. 2. food preference: a shrine of negotiation "[…]our cultural, as well as personal histories, shape the ways in which we eat, so that, frequently without realizing it, we express those histories through the ways we eat, defining what can or should be eaten as well as determining what tastes we find desirable” lucy m. long as it has been discussed in the previous sub-chapter, eating cultural food is considered as the means for the respondents in this study to connect themselves with their past (homeland). nonetheless, they cannot always eat their ethnic food due to some reasons. for example, the scarcity of the ingredients they need, to cook their own food, or that their food is not available in their new „home‟. 47 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. their food choice, however, will be highly influenced by what they have in their past. to put it simply, what they eat in their childhood is eternally engraved in their mind, and to completely erase the residual memory of that taste is never possible. as wong (2007) points out “the sensorial food experience remains in one‟s memory chamber, even after it is consumed vanishes or switches” (p. 121). on similar notes, gunkel (2016) argues that food has “a magical capacity to symbolize conceptual and even philosophical framework of time, nature, or home” (p.247). food, as described by gabbacia, 1998, p. 6 is similar to language, (it) "makes a lasting impression that continues to shape, inform, and negotiate whom we think we are”. therefore, this subchapter will present the influence of the respondents‟ memory of food on the food choice that they make. as described by deni, tom yum (one of thailand's famous' national dishes) is a new food in his life as a student in thailand because tom yum reminds him of his favorite dish in sumatra, indonesia. he said that the taste of tom yum somehow could revive the flavor of spicy fish soup that he usually has at home. he said: “i think i love tom yum the most. the flavor is similar to the dish i had at home, the spiciness especially. sadly, i cannot have the spicy fish soup at home, but at least tom yum’s rich flavors especially the sour and spiciness can help me reviving the taste of my favorite food and help me to survive”. another respondent elaborated on how she discovered a new dish that helping her to evoke the aromas and flavor of the dish she loves: “i miss bakso (meatballs soup) the most while i live here. nothing feels so right like having a bowl of hot meatballs and its pungent smells of garlic and pepper, along with soy sauce and sambal (chili paste) especially when i’m feeling not well. sadly, it is too hard to find it here. fortunately, two years ago my friend took me to a chinese restaurant where its spicy noodle soup tastes similar to bakso. i keep coming back for another bowl since then”, laksmi explained. lekzin also shared a similar experience as laksmi‟s. he answered: “i have found thai food that has resemblance with my food back home. the spice in that curry reminds me of the spicy food we usually eat in bhutan. this dish helps me (well…a little bit) satisfying my longing for the spiciness of the food in my culture”. further to this comment, magarsa, the respondent from ethiopia explained that to find african food in indonesia is like trying to find a needle in the haystack. he clarified that it was hard for him, in the beginning, to get used to indonesian food. he explained: "i found it was hard to get dishes to satisfy both my hunger and my appetite. back home i ate “injera”, ethiopia’s national dish. it almost similar to nasi (rice in indonesia), but it made of: teff”, a very special grain native to ethiopia. it is served with side dishes such as meat and vegetables. fortunately, i found “nasi padang”. i felt so happy the first time i ate “nasi padang” as the dish presentation looks similar to my cultural food, and the taste is acceptable to my palate. i keep coming for more of “nasi padang” every day. it definitely has become my new favorite food”. as seen from the respondents' answers, their food preferences demonstrated how they negotiate their need to 'remember' the past, and their reflective venture to reconstruct their identity in the present. the respondent chooses dishes that have a resemblance to the food they have at their homeland as the memory of smells, aromas, and flavors cannot be completely erased from their experience. at the same time, 48 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. however, the respondents in this study also gained new different gastronomical experience including aromas, flavors, and smells that enrich their palliative sensory system. thus, the respondents‟ food choice mediates their diasporic negotiations between their past and their present. furthermore, their negotiation of food choice brought them to the conclusion that they have become new people who still have a trace of their prior 'home' but a new person in their new „home‟. this remark is well elaborated by ratna who confessed that although she is still connected to her past and previous food experience, following her exposure to different food in her new landscape, she does not think that she is the same person anymore. she noted:” i realize i’m not the same person as i was. i used to be exposed to a dish with sweet as the most dominant flavor. living in thailand has made me a person who still appreciates the sweet flavor in my food, but with the combination of spiciness”. on a similar note, berth explained that: “i have never expected that food would be something very challenging for me. back home, most of my food didn't taste sweet. but living in solo, i can't help but be exposed to sweet dishes most of the time. my favorite here is “ayam geprek lada hitam” because it’s salty (you know…a little bit) and a little bit spicy and yeah….sweet. now… i still like my food, but indonesia especially solo has made me familiar with a sweet flavor. i think once i return to my home (tanzania), the sweet flavor that i have in here will remain”. still, on the same note, mano, a respondent from thailand explained that he could not devote himself to fully enjoy his mother‟s cooking after living in japan. he said:” my mom’s cooking is still the best. sadly, my exposure to japanese food made my mom’s food misses something. that’s why…now my own cooking is the only thing that can satisfy my craving for thai food and also my japanese experience”. the respondents‟ discussion on their past and present food experience above proved that as diaspora, who live neither in their previous home nor completely in their new home is truly a magical experience for them. space, where they live, is truly opening new possibilities. their identities evolved along with their exposure to new gastronomical experience and their negotiation with it. they have become a different person from who they were as they encounter changes: “no one remains the same following cultural contact in a new place" (sam and berry, 2010, p. 473). conclusion drawing on bhaba‟s notion of hybridity, this study discovered that food served as an invisible bridge for the respondents to stay connected to their homeland. in this case, the taste and smells of their homeland food play a significant role in their negotiation of reconstructing their sensory experiences. another finding is that food is the site of negotiation for the respondents in this study to live conveniently in a dominant culture where they either have a very limited or completely have no access to their cultural food. their negotiation has reconfigured themselves into a richer entity but at the same time, they still have trace or connection to their prior home through the taste, smells, and flavors of the native food that they still carry. furthermore, they negotiate those pungent native flavors and aromas with the new smells and tastes of their new ‟home‟ to survive in new foodscape and at the same time enrich their gastronomical practices. 49 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. food and identity formation is certainly an interesting journey to be explored. the result of this study is anticipated to provide a perspective in conducting research on identity construction, especially in relation to food and food preference. an important note for further exploration of food and identity quest is to employ respondents with a more diverse cultural background. references ang, i. 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(2011). food and identity: a socio-historical perspective on the evolution of taiwanese cuisine. doctorate thesis. school of environment, engineering, and technology, griffith university. https://pdfs.semanticscholar.org/2ff8/a3ce67ad3c9402325d88b301225fe9c299 6e.pdf http://www.njas.helsinki.fi/pdf-files/vol26num2/jagganath.pdf http://www.njas.helsinki.fi/pdf-files/vol26num2/jagganath.pdf https://doi.org/10.1080/19438192.2013.862102 https://doi.org/10.1177%2f1745691610373075 http://www.aabri.com/manuscripts/141797.pdf https://pdfs.semanticscholar.org/2ff8/a3ce67ad3c9402325d88b301225fe9c2996e.pdf https://pdfs.semanticscholar.org/2ff8/a3ce67ad3c9402325d88b301225fe9c2996e.pdf ieee paper template in a4 (v1) 63 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. differentiated instruction in accommodating individual differences of efl students pradana akbar tanjung 1 , ashadi 2 english education study program, graduate school, yogyakarta state university, yogyakarta, indonesia 1,2 fly.akbar@gmail.com; ashadi@uny.ac.id abstract many english as a foreign language (efl) classrooms all around the globe are full of students with individual differences. evidently, the students possess individual differences because they come from various settings with diverse backgrounds. the divergences among students might be unique in nature and they could possibly affect the english teaching and learning process. one of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. this situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience english effectively at their full potential. this library-based paper reviews several previous practices of differentiated instruction in english classrooms. further, it attempts to examine how differentiated instruction has been implemented in various efl contexts. it also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many english classrooms by relating theories and practices of the previous research studies focused on the topic. this paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in efl settings. keywords: differentiated instruction, individual differences, efl, elt introduction recently, most of classrooms in efl settings are commonly filled with a number of students who possess individual differences. this might be due to the fact that the students have various backgrounds which could affect their schemata. for instances, some students might come from big cities bringing the knowledge of advanced technologies and some others might come from rural areas having less knowledge of advanced technologies. some of them have well-educated parents who are ready to fully support their studies meanwhile some others do not have. the individual differences might be unique but they might actually affect teaching and learning process, especially the learning instruction that teachers give in the classroom. according to borja, soto, and sanchez (2015), one learning instruction which is provided by the teacher might not be able to fit all of the students’ individual differences in one classroom. experts claim that this situation directs to the urgency of the differentiated instruction practice which is generally assumed to be able to give the students equal chances to learn english effectively. the implementation of differentiated instruction offers an opportunity to facilitate the differences among the students in any class size. in fact, the students with individual differences expect to have a supportive learning which promotes diversity that they learn at varied rates and in various ways. moreover, the implementation might also be useful for the students in recognizing their abilities, and respecting their works. mailto:fly.akbar@gmail.com mailto:ashadi@uny.ac.id 64 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. hence, the students need to experience differentiated instruction which is able to provide variety, choices, challenges, complexity, and chances to demonstrate their potentials and capabilities (heacox, 2012). in addition, through the implementation of differentiated instruction, teachers are able to accommodate the content, process, or product within their instruction (borja et al., 2015). the students may also have equal and, of course, better chances to develop their competence in learning the language in the classroom. therefore, it becomes possible for the students to have the most effective and efficient way in their learning. considering the interesting and promising traits that differentiated instruction offers, a study which aims to generally review the practices of the differentiated instruction in relation with the theories is definitely worth to be conducted. therefore, this library-based paper analyses several previous studies which covered and dealt with differentiated instruction practices in efl classrooms. further, this paper is carefully designed to investigate how differentiated instruction has been implemented in several efl contexts. this paper exposes the accomplishments of differentiated instruction in the classrooms by relating theories and practices of the former research studies. finally, it provides a brief closing remark which is based on the several findings and a discussion related to theories and practices of differentiated instruction. individual differences students who attend efl classes today possess individual differences that can be noticed and identified thoroughly. according to tomlinson (2001), individual differences are able to be categorized into different learning profile, different interest, and different readiness. further, tomlinson (2001) also states that the diverse cultures students have could influence the learning profiles or styles such as visual, auditory, and kinesthetic that the students favor the most in the learning subject in the classroom. thus in the classroom, some particular students tend to have their preferable ways in learning. in the process of learning things, some of them prefer to watch something like short videos, movie clips, tv shows, and other visual media, some prefer to listen to tapes, music, recording, and other audio, and some others prefer to actuate their learning by implementing body movement like performing roleplay or maybe by operating learning tools and other stuffs. additionally, tomlinson (2001) explains that the students also have various interests which are based on their emotional and social development. oftentimes, students are different in favoring the topic and intensity of the lesson in the classroom. some of them like to learn things that are familiar and closely related to their daily lives and some others like to learn things that are unfamiliar and new to their current world. moreover, tomlinson (2001) argues that students also possess different readiness levels in learning. some students might already have high level of readiness since they are familiar with particular topics that they could possibly meet in their previous experience and some others might have low level of readiness since they are not familiar with the topics. thus, the different readiness might be able to affect the effectiveness of the lessons and instructions given by the teacher which are originally intended to support the students’ comprehension. therefore, considering the aspects mentioned above, efl classrooms need to be equipped with certain effective ways to facilitate the individual differences possessed by the students that are from different backgrounds. 65 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. differentiated instruction experts claim that differentiated instruction is a kind of model which enables the students to learn in different ways based on their unique and valuable individual differences. heacox (2012) states that differentiated instruction is defined as a type of instruction which addresses effective learning for varied individuals, gives the students proper chances to learn at their full potential, and develops instructional activities based on the students’ diversity as well as displays multiple possible ways to learning language in the classroom. differentiated instruction allows students to start learning from the appropriate level based upon their prior knowledge and allows them to begin building deeper meaning and understanding from the content (hogan, 2009). it is created based on what is essential in the learning, attending to student differences, teacher/student collaboration regarding learning expectations, and uniting assessment and instruction (logan, 2011). in differentiated instruction, the instruction or the teaching and learning process is established to meet the students’ needs and to be relevant for every student according to their different characteristics by bridging their individual differences into a meaningful learning. this is supported by tomlinson (2000) who states that differentiated instruction provides an instruction and learning activities that are interesting and related to each student which might allow them to experience many different roles and settings in learning in the classroom. in addition, butt and kausar (2010) imply that differentiated instruction is basically a way of planning an instruction, so that one lesson can be gradually taught to the entire class while properly meeting the individual needs of each student in the classroom. differentiated instruction aims at enabling the learners who are different from each other to reach the common goal of the lesson. it means that, even though, the process of learning that they have might be different, the goal that they attempt to achieve should be the same. this statement is justified by levy (2008) who implies that the focus of differentiated instruction is to ensure that all students are able to reach the same academic goal provided in the classroom. the classroom might employ a unique process of arriving at the goal because the process is different for each student as they are taught differently according to their diversity. furthermore, robinson, maldonado, and whaley (2014) explain that differentiated instruction is a way of teaching which is able to help the students to possibly reach a common goal, regardless the differences that they possess in the classroom. according to tomlinson (2001), there are three general elements that should be taken into account in order to make differentiated instruction more manageable and meaningful. the elements are content, process, and product. generally, they are able to be utilized in the teaching and learning process. thus, it is possible for the teachers to effectively differentiate the lesson they conduct based on the content, process, and product. 66 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. differentiating content heacox (2012) states that content can be regarded as topics and concepts of language learning conducted in the classroom. the content can be differentiated according to the student’s readiness level, interests, or learning profile (tomlinson, 2001). the students’ readiness, interests, and learning profile can be analysed and classified through the implementation of placement test and distribution of questionnaires in the beginning of the teaching and learning process. in order to differentiate the content in a proper manner, teachers may provide the students with suitable resources and materials. being suitable in this context means that the resources and materials should be in accordance with the level of comprehension, the learning preferences, and the learning profile that the students possess. differentiating process in differentiating the process, teachers need to consider the students learning profiles and interests (heacox, 2012). in addition, tomlinson (2005) in santangelo and tomlinson (2012) states that teaching process can be done by conducting activities focusing on the sense-making process. he adds that this process might allow the students to think, work, and also personalize the content in a proper way. it is also stated that different formats of grouping are also important to differentiate the process. for instance, students may be divided into groups according to their level of readiness, interests, profiles, or by their own preferences in the teaching and learning. thus, the process that they encounter might not be similar, but they basically aim to achieve the same learning goal. differentiating product heacox (2012) argues that the product of the students’ learning includes the representation of what they have learned from particular amount of instruction they receive in the classroom. further, tomlinson, (as cited in santangelo and tomlinson, 2012) states that products should be able to facilitate the capability of the students in thinking, applying, and demonstrating everything the students have learned from the lesson. in order to differentiate the product within their class, teachers should have their students demonstrate their skills through a set of different activities which must be based on the lessons that the students have learned in the classroom individually, pairs, or in groups. managing activities in differentiated instruction differentiated instruction offers flexibility in the arrangement of classroom activities that most of regular teachers can conduct. tomlinson (2001) explains that, in applying differentiated instruction, the students can learn as an individual, whole class, or in groups. the teachers are also able to manage the combination of the activities by starting as whole class to begin the study, moving to individual work in answering questions, coming together to share things in groups, and working again as individual to present the results in front of the whole class. in managing the preferred activities, the teachers are expected to select wisely and creatively which types of activities to be used based on the classrooms condition and students’ characteristics. 67 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. one of the most frequently used activities in implementing differentiated instruction is the group work. grouping which is often assigned in differentiated instruction is called flexible grouping. many experts believe that flexible grouping is an effective way of providing differences among students within a single classroom. hall in nordlund (2003) defines it as a type of grouping in which the students are not assigned to the same group for each task or area of study. hall adds that in flexible grouping, the students can be placed in a group based on their levels of readiness, interest, or learning profile and they can interact with their peers without being identified with specific group or ability level. in addition, nordlund (2003) implies that flexible grouping means placing the students in instructional groups for a specific skill, unit of study, or other learning opportunity based on readiness, interest, or learning profile. in flexible groupings, the students learn about the same topic, however, they differ in the specific skills to be addressed and in the depth and complexity of the topic based on the learning needs (rogers, 1996). since learners are evaluated prior to instruction on their preexisting knowledge for each concept, the groups change to meet each learner’s needs for the concepts and topics in the educational unit (richards & omdal, 2007). flexible grouping offers various advantages for the students in learning. flexible grouping provides opportunities for the students to have a group based on their levels of readiness, interest, or learning profile. students are also allowed to have an interaction with specific level of competence. furthermore, this type of grouping also gives the students chance to learn effectively since it does not give improper burden for the students to learn at their level. thus, it is possible for the learning process to meet the learners’ needs. managing activities in differentiated instruction can be done by using one of the most commonly used ways which is called as tiered task. tiered task, or often referred to as tiered assignment is a way of delivering an instruction differently on the students without neglecting the objectives of the lesson that they have to achieve. lewis and batts (2005) defines tiered task as the assignment designed at different levels of complexity according to students' level of readiness. in line with this statement, johnson (2001) implies that tiered task is where the students learn about the same concept or skill but they learn in differing levels of complexity and sophistication. hall as cited in nordlund (2003) adds further that tiered task is designed to instruct all students based on the same objectives, allowing the students to process the information and gain understanding at their own ability level by possessing different complexity levels. tiered task is a good way to stay focused on the standards and curriculum while maintaining flexibility in content, process, and product by allowing the students to arrive at the understanding of those according to their interest, readiness, and learning profile (hogan, 2009). in implementing tiered task, allen et al. (2008) suggest the teachers divide and think of the tiered task based on the following circumstances. they are tier 1, tier 2, and tier 3. tier 1 is the situation in which the students need help as they do not have the basic skills or background knowledge. hence, the teacher needs to build their skills and knowledge to meet the standard. tier 2 is the situation where the students understand the material and have the knowledge for the standard of that grade level or subject. meanwhile, tier 3 situation shows that the students need to be challenged with more depth and complexity. they need some direction from the teacher but they will be mostly independent. therefore, it can be inferred that tiered task or 68 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. tiered assignment is one model of differentiating instructions by distinguishing the tasks according to the level of complexity while maintaining the objectives set for the lesson or the level. in brief, it can be inferred that differentiated instruction is a flexible way of delivering a meaningful learning by taking into account the students’ individual differences. it can be done by differentiating the content, the process, and even the product of the lesson. moreover, the activities can be arranged so that the students can work as an individual, whole class, or in groups. differentiated instruction can be further empowered by flexible grouping and tiered task as well. thus, every option is possible to be used as long as the activities fit the classroom condition. furthermore, differentiated instruction is recommended to be implemented because it meets the students with different and mixed-ability to be able to meet the common goal set for them and it allows the students to learn according to their differences, such as levels of readiness and interests. practices of differentiated instruction several research studies in differentiated instruction have been carried out in some efl settings. chien (2012) conducted a study about the implementation differentiated instruction in an elementary school efl classroom. the study was designed to focus on how three components of differentiated instruction (process, content, and product), as suggested by tomlinson (2001), could be applied in an elementary school efl classroom. this study was conducted in taiwan with sixth graders as the participants. a particular book was used as a vocabulary review for the students in the beginning of the semester. within the process of the study, differentiated instruction was used in pulling out students who have lower proficiency levels. the content and product were also differentiated to support the teaching and learning process of the students. it revealed that the students could study the materials based on their proper levels and their own pace. they are able choose their tasks based on their own learning preferences. therefore, the students were able to continue working in different tasks with no partners, with partners, in groups, or with the help of the teacher. the students showed that they liked and enjoyed to have such options like playing games related to word concentration or testing the spelling of their partners, because they considered that they had been given their own independence to learn english. it became clear that, in this study, teacher of english was able differentiate the content, process, and also product to accommodate students learning needs, styles, and preferences. from the research result it showed that what heacox (2012) stated about differentiated instruction was true since it could provide effective learning for students with different characteristics, maximize the students’ potential in learning, and allow teachers to develop instructional activities with multiple ways to learning based on the students’ individual differences. alavinia and farhady (2012) conducted a study about differentiated instruction implemented in teaching vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. it was done in iran language institute in urmia and there were 60 learners who were involved in the study. they were later arranged to form two equal groups which consist of 30 members. the learners were asked to join the pre69 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. test and to take questionnaires of multiple intelligences and learning styles. after obtaining the results, the researchers divided the learners into five different categories termed visual, auditory, kinaesthetic, interpersonal, and intrapersonal. the researchers, then, determined the experimental and control groups. the experimental group was given instructions based on their intelligence and learning styles. meanwhile, the control group was given the conventional way without differentiation in the teaching and learning process. after conducting the treatments, the researchers administered post-test and analysed the results. the findings showed that there was a significant amount of difference between the performances of two groups. it seemed that the group which received differentiated instruction produced a better performance on the post-test. moreover, when working in small groups, the students felt more contended and confident. it is in line with tomlinson (2001) who mentions that differentiated instruction could respond to the students’ interests and needs which enable the students to perform well in learning. then, it could be inferred that the implementation of differentiated instruction gave a positive effect of the learning process. other researchers, aliakbari and haghighib (2014) carried out a study about the effectiveness of differentiated instruction in the enhancement of iranian learners reading comprehension in separate gender education. the study aimed at exploring the effectiveness of differentiated instruction and traditional-based pedagogy in the reading comprehension of male and female learners in separate gender education. in this study, the researcher differentiated content, process, and also product. this is related to what tomlinson (2001) said that, in making differentiated instruction manageable, the teacher could differentiate the content, process and product. there were two groups, control and experimental, assigned from 47 elementary school students of a language institute in iran. each category consisted of one male classroom and female classroom. the control group received conventional instruction strategies. meanwhile, the experimental group was given differentiated instruction such as flexible grouping, tiered instruction and tiered assignments. the grouping chosen by the researcher indicated that teachers could freely choose the possible ways in applying differentiated instruction where the students could work as individual, with whole class, or in groups, as stated by tomlinson (2001). after conducting test and analysing the results, it was found that female students of experimental group performed better than the male ones as the control group in the test. the study revealed that the implementation of differentiated instruction in the form of flexible grouping, tiered instruction, and tiered assignments is effective to support elementary students in the process of learning reading comprehension. therefore, it is true that placing the students in instructional groups for a particular skill, study unit, or learning chance based on readiness, interest, or learning profile could help the students in learning (nordlund, 2003). furthermore, as the results of the study have been stated, the researchers implied that standard curriculum could not meet the needs of all learners of the same proficiency level. the researchers, then, suggested that teachers should try to design instruction which can meet the students’ interests and needs. discussion the practices of differentiated instruction had proven that differentiated instruction was somewhat effective to support the learning needs of the students. this could be derived from the results of the practices conducted by chien in 2012, alavinia 70 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. and farhady in 2012, and aliakbari and haghighib in 2014. as stated previously, the practices themselves had been done through several efl settings which involved various types of students from the areas of concern. the results exposed that the students who received the implementation of differentiated instruction in the classrooms showed significant progress in their language learning. having the results read thoroughly, there were two main aspects to be taken into account that might influence the results of the practices. the first aspect was the favourable ways in implementing differentiated instruction. it could clearly be inferred from those practices that the implementation of differentiated instruction might involve the three favourable ways of differentiation. the favourable ways used in the practices were such as differentiated content, differentiated process, and differentiated product which were basically the same with what had been suggested by tomlinson (2001). thus, it could be learnt from the aforementioned studies that the success of differentiated instruction implementation was possible to be achieved because of the proper choices and customization of the aforementioned ways which the teachers made and used in applying differentiated instruction. they were essentially needed in order to suit the students’ differences properly. the second was the consideration of differentiation. considering that different settings required different treatments, the teachers needed to carefully focus on several important considerations as well. the considerations taken in differentiated instruction were such as students’ needs, the types of activities, and the types of differentiated instruction. as the matter of fact, they were crucial points needed to be taken into account in order to make sure that the implementation of differentiated instruction went well and reached the expected outcomes of the learning. in that way, the practices showed that apparently the students were more comfortable to learn a lesson with differentiated instruction adjusted to their learning needs and preferences. conclusion reviewing the theories and the practices leads to a conclusion that the application of differentiated instruction might be effective in supporting the learning of the students with diverse characteristics. presumably, both theories and practices show parallel supposition that differentiated instruction could meet the students’ interests and needs which enable the students to perform successfully in learning english. the success is achieved due to teachers’ careful considerations in selecting elements of differentiated instruction to be implemented in the classroom. thus, most of the students who receive differentiated instruction are generally more relaxed and confident to learn english based on their learning needs and preferences. taken together, this paper has demonstrated theoretical and practical advances of differentiated instruction for further recommendations particularly in the efl classrooms. in practical sphere, differentiated instruction has proven to be able to assist teachers in fairly accommodating efl students’ individual differences. considering that this study is limited on its focus in reviewing theories and practices on how differentiated instruction has been successfully applied in different efl contexts, further research studies are likely possible to be conducted. the first suggested research study is a survey on how the students’ perspectives influence their 71 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. preferences when they learn with differentiated instruction. then, the second one is a study focused on designing suitable efl materials that can support the implementation of differentiated instruction to the students in particular learning levels. approximately, this could be done in order to provide learning materials which are able to ease the teachers in implementing differentiated instruction in efl classrooms which are filled with students possessing individual differences. references alavinia, p. & farhady, s. (2012). using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. international journal of applied science and technology, 2(4), 72-82. aliakbaria, m., & haghighib, j. k. (2014). on the effectiveness of differentiated instruction in the enhancement of iranian learners reading comprehension in separate gender education, procedia social and behavioral sciences, (98), 182-189. allen, l., forsten, c., hollas, b., nickelsen, l., rice, l., & shackleford, m. (2008). differentiated instruction: theory into practice for grades k-8. new hampshire: staff development for educators. borja, l. a., soto, sandy t., & sanchez, t. x. (2015). differentiating instruction for efl learners. international journal of humanities and social science, 5(8), 3036. butt, m. & kausar, s. (2010). a comparative study using differentiated instructions of public and private school teachers. malaysian journal of distance education, 12(1), 105-124. chien, c. w. (2012). language teacher research differentiated instruction in an elementary school efl classroom. tesol journal, 3(2), 280-291. heacox, d. (2012). differentiating instruction in the regular classroom: how to reach and teach all learners. minneapolis: free spirit publishing inc. hogan, e. r. (2009). differentiated instruction and tiered assignments. st. john fisher college: fisher digital publications. johnson, a. (2001). how to use thinking skills to differentiate curricula for gifted and highly creative students. gifted child today, 24, 58-63. lewis. s. g. & batts, k. (2005). how to implement differentiated instruction? journal of scaffolding development, 26, 26-31. levy, h. m., (2008). meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. clearing house: a journal of educational strategies, issues and ideas, 81(4), 161-164. logan, b. (2011). examining differentiated instruction: teachers respond. research in higher education journal, 1(3), 1-14. 72 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. nordlund, m. (2003). differentiated instruction: meeting the educational needs of all students in your classroom. plymouth: rowman & littlefield. santangelo, t., & tomlinson, c. a. (2012). teacher educators' perceptions and use of differentiated instruction practices: an exploratory investigation. action in teacher education, 34(4), 309-327. richards, m. r. e., omdal, s.n. (2007). effects of tiered instruction on academic performance in a secondary science course. journal of advanced academics, 18(3), 424-453. robinson, l., maldonado, m., & whaley, j. (2014). perceptions about implementation of differentiated instruction. paper presented at the annual mid-south educational research (msera) conference. knoxville, tennessee. rogers, k. b. (1996). ability grouping and gifted students. sydney, new south wales, australia: university of new south wales, gifted education research, resource and information centre. tomlinson, c. a. (2000). reconcilable differences? standards-based teaching and differentiation. educational leadership, 58(1), 6-11. tomlinson, c. a. & allan, s. (2000). leadership for differentiating schools and classrooms. virginia: association for supervision and curriculum development. tomlinson, c. a. (2001). how to differentiate instruction in mixed-ability classrooms. virginia: association for supervision and curriculum development 2 nd edition. ieee paper template in a4 (v1) 51 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. does diet start tomorrow? a discourse analysis of self-deprecating humor against diet culture in diet starts tomorrow astrid restu chaerani, *junaidi *corresponding author english studies program, universitas indonesia junaidi@ui.ac.id abstract the hegemonic diet culture has recently become ruled out due to its painful methods of losing weight and its bad side effect for health. however, it is hardly denied that many women still put their body weight as a big matter due to the perpetuated portrayal of slim female figures throughout visual media. this article contains a discourse analysis of the instagram page diet starts tomorrow (@dietstartstomorrow), a humor-branded page reflecting upon female‘s daily life that tends to involve diet culture in it throughout textual jokes. data obtained from numbers of humorous text contain self-criticism, rejection, and circumvention of so-called healthy lifestyle written and posted by mostly female speakers. through gramscian lens, it is explored that self-deprecating humor articulates young women‘s resistance towards the diet culture. selfdeprecation primarily serves as a comfort space for young women, boosts self-confidence, and creates mutual understanding between audiences through unveiling their emotional vulnerability. the results of the study refer to the humorous self-deprecatory text as a critique towards strict diet methods and beauty standards, for example by not judging female who keep consuming junk food or large portions of food. the research suggests further examination on how language is utilized to empower fat movement within the society of both gender. keywords: diet program, fat movement, self-deprecation, social media, textual joke introduction to dig in and understand how a certain social practice occurs, language is the first thing to observe. language becomes a source as well as a tool that could support researchers‘ observation. in order to do that, they utilize an approach to their analysis, which is discourse analysis. according to paltridge (2006), discourse analysis aims to seek for knowledge about language beyond the word, clause, phrase, and sentence that is essential to achieve successful communication. discourse analysis has apparently been utilized as an approach to many social practice, including advertisement, movies, humor, magazines, gender issues, even racism. this certainly opens up a greater opportunity for other, more complex social practices to be observed and understood. diet culture has long been a part of our lifestyle which recently became the paradigm fought by health experts regarding the methods of its application that burden the individual. according to harrison (2018), diet culture is ―a system of beliefs that worships thinness‖ that it ―equates to health and moral virtue‖. it also ―promotes weight-loss as a means of attaining higher status‖. meanwhile, bell (2018) claimed that ―diet culture also contributes to a state of mind that can lead to problematic emotional eating, binge cycling, and many more‖. moreover, clodfelter-mason (2019) argued that ―among many things, diet culture‘s influence can lead to developing weight bias – which is having unfavorable thoughts about people due to their body size or weight‖. it is also unfortunate knowing that to fight against diet culture is a hard thing to do, since mailto:junaidi@ui.ac.id 52 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. people can find it everywhere near them: from the amount of calories written on a menu, to diet talk during lunch, or even topics regarding clean-eating (bell, 2018). these diet culture outcomes obviously encourage their participants to focus more on their body mass and set aside the other matters including physical as well as mental health. apparently, the irony lies on the reality that often, this diet notion is associated with healthy behaviors, which makes it difficult for people to distinguish which strategy should better be chosen since they already perceive that it requires a thin body to be healthy. consequently, this paradigm has created a misperception, especially among women who are struggling to seek for either the physical wellness or confidence within their shape and body image, leading them to eventually decide to stick with diet culture. recent studies have explored the motives behind the perpetuation of the paradigm, and social media has apparently become one that plays a big role. an online experiment was conducted by levallen and behm-morawitz (2016), involving 118 us-based women to an exposure of fitness images posted on pinterest, a social networking website. the results revealed that participants tracking more fitness panels on the website are more expected to proclaim the plan in participating extreme weight-loss activities. the use of social media, particularly facebook, is related to concerns among young women regarding body image as well (fardouly & vartanian, 2016; eckler, kalyango, & paasch, 2017). similarly, acquaintance with celebrity and peer images on instagram ―increased negative mood and body dissatisfaction‖ (brown & tiggermann, 2016). larger consumption of instagram fitness feeds was also linked to ―greater selfobjectification‖ interceded through internalization as well as ―appearance comparisons‖ toward either public figures or female model in fitspiration pictures (fardouly, willburger, & vartanian, 2017). these facts clearly show that the ideal depiction of female body posted on social media has become a powerful instrument in shaping women‘s negative perception towards their own body image. knowing that the widespread depiction of the ideal body shape of women through images and weight-loss hacks on social media has brought negative impact to both physical and psychological condition of particularly the female audience, several self-love movements were made. according to cohen et al. (2019), subject regarding body-positive, particularly on social media, strives for confronting typical beauty standards as well as nurturing females to accept and feel pleased about their unique type of bodies. for instance, webb et al. (2017) conducted a research about fat-accepting lifestyle and managed to analyze numbers of fatspiration feeds on instagram which varied in terms of the strategies in portraying fat females, and discovered that it was one constructive way to promote body acceptance. similarly, cohen et al. (2019) conducted a content analysis on 640 instagram posts from famous self-love pages that were associated with body positivity and explored that ―body positive imagery typically depicted a broad range of body sizes and appearances‖. a short acquaintance to body positive-related posts was also supplementary towards enhancements in young women‘s positive vibes, satisfaction as well as appreciation towards their body, qualified with ―thin-ideal‖ and ―appearance-neutral‖ posts (cohen et al., 2019). meanwhile, a comparative content research on fat body representations through hashtags also explored that the use of #curvyfit and #curvyyoga indicated a positive improvement in 53 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. how every type of body shape is represented in social media, particularly instagram (webb et al., 2019). this leads to a conclusion that the propagation of body positivity movements are done mostly throughout appearance-based contents. while a number of previous studies offering analysis of how pictures of body with various shapes and sizes and other visual works uploaded on social media have helped promote body-positive and self-acceptance movement, little discussion has been done regarding humor as one element in fighting social construct. in addition, research on predominantly self-deprecatory text as a tool for expressing love for oneself as well as criticism towards diet culture still needs to be done. considering that a new consciousness is needed in order to construct and preserve a new society (gramsci, 1971), body positivity and fat movement are two minor ideology that have been struggling to survive while dominated by the massive paradigm of diet culture. this article will examine a series of humorous self-deprecatory text that are documented in a humor-branded instagram account diet starts tomorrow (@dietstartstomorrow), and how it functions as a device to articulate young women‘s resistance towards thin-ideal paradigms that have long been rooted within the society. this article will also offer a discussion about how humorous self-deprecatory text serves as an attitude as well as perception of particularly young women towards diet culture and beauty standards. in everyday social interactions, humor becomes one of the important aspects related to the social competition and a tool to prove identity and character, especially among women. although there has been little expansion in the sociolinguistics studies on humor within the domain of gender studies (holmes & schnurr, 2006; corts-conde & boxer, 2010) which in a way revealed the bitter fact that women still have to put extra effort in facing the ―socially imposed gender roles‖ (matwick & matwick, 2017), the exceptional nature of humor has been recognized to build a constructive instrument to reinforce gender deconstruction (crawford, 2003). in an experimental study conducted by tosun, faghihi, and vaid (2018), it is observed that women have apparently become more able to be seen in a quantity of public life domains, involving ―the realm of comedy‖. it is also suggested that, according to crawford (2003), resistance to overbearing gender‘s social construction can be articulated within the dogmatic humor of the women‘s movement and in the colloquial humor of women acquaintances. green (1998) stated that ―shared humor between women in leisure contexts can be a source of empowerment and resistance to gender stereotypes, the study of which, assists in illuminating the process of gender identity construction‖ (p. 171). green added that, in certain situations, women benefit from humor in support of sexist imagery subversion (green, 1998). according to apte (1985) and greengross and miller (2008), self-deprecating humor has become one of the most widespread forms of humor among the other varieties of it. matwick and matwick (2017) in their research about self-deprecatory humor on tv cooking shows claimed that self-deprecating humor is ―a form of selfdisclosure‖ (p. 33), emphasizing that ―humorous self-deprecation is self-directed critique done in a humorous way to minimize possible value judgment that the selfrevealing information might provoke‖ (p. 33). it is also explored that to laugh at oneself is a helpful way to become persistent while facing a work task (cheng & wang, 2016). furthermore, realizing that other-deprecating humor might not be a friendly type of 54 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. humor to perform since it is established by insulting other people (greengross & miller, 2008), self-deprecating humor is assumed to be the less aggravating and more helpful approach to predispose behavioral intention (lee, slater, & tchernev, 2015). matwick and matwick (2017) in their study reinforced that humor containing self-deprecation serves as ―an interpersonal linguistics resources‖ (p. 37) used by celebrities in order to connect with their audience. also, celebrities make use of self-deprecating humor to draw attention to ―stereotypical gender behavior‖ (matwick & matwick, 2017, p. 33). method figure 1. instagram 07/29/2019 in compiling this research, data acquisition was carried out qualitatively by relying on the content uploaded by a verified instagram page diet starts tomorrow (@dietstartstomorrow), which are mostly in the form of text. the account is powered by betches, a digital media company whose brand is established into a large humor category reflecting upon themes such as public figures, health and wellness, legislations, and movie reviews. diet starts tomorrow serves as a platform that archives humorous text related to diet culture written by random social media users, especially twitter users (see figure 1). most of the humorous text uploaded include viral diet quotes as well as quotes written by public figures. this study managed to collect the samples which are uploaded between january and july 2019. at the time of this writing, the account has uploaded 773 screenshots of mostly textual jokes and has gained 179,000 followers who are mostly female adolescents that would either give ―like‖ to the posts or tag their friend‘s account at the comment section to show how relatable it is for them. considering the research limitation, examining either the posts one by one or the interaction occurring between the users in the comment section wouldn‘t help point out the whole purpose of the study. therefore, the author decided to feature only a number of posts that are felt to represent expressions about rejection towards the diet culture itself in order to understand the overall rhetorical purpose of this page. first, the author examined the diction and the rhetoric used in the text. after that, the author put the examination into explanation, referring each discourse to ones from daily life. taking figure 1 as a sample, the text uses a rhetoric in order for the audience to get another impression towards the speaker. there, the speaker says ―i‘m currently helping my husband look for his chocolates‖, informing that she is trying to be 55 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. helpful even though she admits the fact that she created the problem. this act of deprecating oneself brings a new perspective for those who are trying to find an affirmation within themselves. finding(s) and discussion social media has been observed to be one of several life matters that causes women to change their perspective towards their own body image. discovering that the excessive portrayals of particularly perfect body image has brought negative impact towards both physical and psychological condition of women, a number of self-love movements were made, including ones created through social media platforms. some create visual media such as paintings and comics, others share quotes related to selfacceptance. based on the observation, diet starts tomorrow is seemingly making a unique attempt on providing a comfortable space for its particular female audience who are struggling to find acceptance within themselves through humor sharing. the analysis discovered how self-deprecation is utilized as a tool to speak up what becomes somebody‘s physical imperfection that needs to be accepted. throughout the discourse analysis, the author explored that self-deprecation is divided into two sections based on its function: self-deprecation as a comfort space for women, and self-deprecation as a form of refusal towards painful exercise and companionship. the analysis will elaborate how self-deprecation provides a room for women to express their true self in order to feel better about who they are, specifically when they are able to make decisions on what to consume and when they attempt to dodge several problems and arguments regarding diet in order to boost their self-confidence. the analysis will also explain how self-deprecation serves as a substitute for their voices that refuse to deal with painful exercise and social construct. self-deprecation as a comfort space for women overeating attitude: women’s freedom in terms of consumption. examining the page diet starts tomorrow, it is found that overeating attitude becomes the most salient theme of the humor documented in the page. in this part of analysis, several lines from the list of posts were quoted, which are: i. ―according to this mac and cheese box i‘m a family of 4‖ (12/05/2019) ii. ―which girl in the office are you? i‘m the one that asks everyone where they‘re going for lunch every half hour beginning from 10.30 am‖ (29/03/2019) iii. ―why can‘t bags of chips make less noise? i don‘t need everyone to know what i'm doing at all times‖ (23/03/2019) iv. ―i just read a stat that the average person eats 46 slices pizza a year? this is the first time i‘ve been above average at anything‖ (29/03/2019) the act of deprecating oneself like text (i) brings up the notion that the speaker is capable of eating that much of mac and cheese, which is resulted from the pressure that society has given by assuming that it isn‘t proper for females to overeat. however, the statement sounds like the speaker doesn‘t have a problem with that, emphasizing that she deserves a freedom to admit how much she can eat by mentioning the exact portion of her food. another lines of confession like text (ii) and text (iii) suggest a 56 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. kind of deprecating oneself in a more affirmative way, where both speakers are somewhat pointing at themselves without sounding ashamed of the reality about them which they just stated. in text (ii), the speaker tries to bring up her daily activity at the office, admitting that she is always in the urge of eating. meanwhile, the speaker in text (iii) uses a rhetoric in order to state that she can‘t stop snacking. other statement of validation like text (iv) sounds like the speaker is trying to measure up a certain lifestyle fact with her personal reality as if both occurrences are comparable, indirectly confessing that she could eat more pizza than ever. what makes this line give different impression is with the rhetoric that the speaker is proud of what she does. these four humorous statements indicate that women can just decide their own ground rules in terms of food consumption. here, particularly kinds of junk food are also mentioned in the lines, such as mac and cheese, chips, and pizza. this clearly denotes woman‘s cravings, which is often believed as unhealthy consumption that gives pleasure, increased body weight, and remorse, not long after the individual reaches their selfawareness. meanwhile, expressing those overeating attitudes apparently helps woman audience in discharging their guilt tension of eating too much. to sum up, speaking up about overeating habit brings them a certain comfort for their minds. dodging statements: reflection of confidence. the next theme of humor that is explored in the page is the dodging or evasive statements regarding women‘s thoughts about themselves and the act of dieting. in order to avoid the reality that diet culture could be one decision for them to choose, speaking about what they are currently bearing including the fat they have on their body helps make them feel good about themselves. in this section of research, several lines from the list of posts were quoted, which are: i. ―yesterday i wore something from 5 years ago and it actually still fits! so proud of myself! it was a scarf, but still. let‘s be positive here‖ (04/03/2019) ii. ―you are not fat, you have fat. you have fingernails, you are not fingernails.‖ (23/05/2019) iii. ―if we shouldn‘t eat at night, why do they put a light in the fridge?‖ (03/04/2019) iv. ―potatoes make french fries, chips, and vodka. it‘s like the other vegetables aren‘t even trying‖ (07/03/2019) statements that are meant to be humorous can apparently be applied as a powerful sentence to boost confidence, taking lines (i) and (ii) as two examples. in the first line, the speaker somewhat gives a cue about what she is going to talk about, which is something she used to wear. this hook is usually quite sensitive for those who are aware and insecure of their body size, because they expect a transformation where they can finally get to wear the clothes that fit their body and later assume that they have reached their confidence. this line ends with the funny twist where she is actually talking about wearing a scarf, which is a clothing element that doesn‘t require a certain body size. assuming that her body has become bigger than it was five years ago, the act of deprecating herself by admitting that those clothes no longer fit her body denotes that she found acceptance within her. here, self-deprecation helps boost the confidence that functions as a self-tool that encourages women and girls to carry out themselves. 57 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. meanwhile, the speaker in text (ii) brings another impression towards herself by trying to persuade her audience her own way of seeing fat. in this text, the speaker somewhat tries to break the notion that fat is an adjective by comparing it with fingernails. this form of self-deprecation reflects the speaker‘s confidence to think that fat is not supposed to shape one‘s identity. further lines tries to give quite a strong emphasis in dodging the actual occurrence, such as in text (iii) and (iv) above. these two statements try to create humor through mixing up the realities (the light inside the fridge and potatoes as a produce that can be processed into different products) with the speaker‘s issues (the habit of eating at night and refusal to consuming other vegetables). in text (iii), this distinctly denotes the speaker‘s confidence to perceive that diet habits aren‘t things she is into, indicating a soft rejection towards doing healthy habits that seem to be difficult to accomplish. self-deprecation as a form of refusal towards painful exercise and companionship failure in maintaining workout: speaking against painful exercise. in order to achieve their dream body and become perceived as healthy, many women believe not only in the power of eating healthy and limiting their junk food intake, but also in the influence of working out which involves physical exercises. tischner (2019) argued that western society perceives physical health as narrowly linked to the mass of our body and weight loss that could be achieved through maintaining particularized health behavior. however, it is still difficult for some people to deny the fact that body exercise brings pain, so it requires a huge willingness and patience during the process. this apparently results in a chain of whines between individuals going through the same thing, which later leads them to seeing it as ridiculous and laugh at it. in diet starts tomorrow page, utterances about struggling to do the body exercise are wrapped in a number of humorous self-deprecating tweet screenshots: i. ―my favorite part of jog is the 20 minutes i walk while deciding on a song before jogging for ten minutes‖ (04/05/2019) ii. ―i get most of my workouts by forgetting stuff upstairs when i‘m trying to leave the house‖ (23/05/2019) iii. ―forgot to go to the gym today. that‘s 3 years in a row now‖ (20/03/2019) iv. ―sit-ups are the best exercise because they include the most lying down‖ (13/03/2019) v. ―i was gonna go to the gym but i literally just went last month, don‘t wanna overdo it‖ (10/03/2019) focusing on the first three statements, those lines appear to firstly communicate the speaker‘s routines: cardio exercises such as jogging and walking up the stairs, and going to the gym and do the physical exercise using sports equipment. they later bring up their failure in doing or maintaining the routines: walking and listening to music instead of jogging, walking up the stairs instead of doing a real workout, and forgetting to go to the gym. this indicates that they are actually aware of the fact that they need to stick to their routine in order to achieve the body shape that they desire, but hardly try to 58 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. stay committed to it for it takes a lot of work. instead of stressing about the pain, they jot it into a public written post in order to either become honest with their thoughts about exercise or look for another individual who are in the same boat. here, deprecating oneself helps to keep the speaker from criticism and construct their ordinariness. moreover, those self-deprecating lines try to express a disagreement towards painful exercise that is usually done with the intention of maintaining slim body. another tweets such as statement (iv) and (v) emphasize the refusal towards physical exercise in a slightly different way, which makes it sound more like a dodging statement. in statement (iv), the speaker evades the fact that sit-ups are an important part in body exercise and talking about how good it is because it includes laying down. in statement (v), the speaker evades her routine by confessing that she can‘t do the exercise often, saying it‘s not good to overdo it. in addition, these statements try to show that exercising is not something that all young women can enjoy. frowning and fearing upon romance: showing vulnerability. although it may not sound as either a humor or a direct self-deprecation, this theme entails a number of sarcastic expressions toward the trend couples who do workout together that somewhat reflect the speaker‘s vulnerability due to the fact that it doesn‘t happen to them. in this section, a number of lines containing jokes about the repugnance towards typical couples are quoted: i. ―a couple who lifts together will always stay... on my nerves‖ (30/04/2019) ii. ―saw a couple holding hands while jogging and it made me hopeful that one day i will meet someone who will hate them with me‖ (03/04/2019) iii. ―people my age are having kids and i‘m just here eating food off of paper towel because i don‘t want to wash a dish‖ (02/03/2019) iv. ―my biggest fear is i‘m married and my husband says ‗let‘s cut pizza out of our diet‘ and i have to leave with the kids in the middle of the night‖ (16/05/2019) analyzing the first two statements, one would assume that they are adapted from some popular optimistic quotes regarding typical young couple‘s life. previous study has examined the function of partner as a support system for an individual in achieving certain purpose, including psychological health (baucom, kirby, and kelly, 2009). however, one would argue that it might not be relevant to those who doesn‘t have one. taking a closer look at the text, the speaker tries to carry the positive phrasing before twisting it into a pessimistic verdict. instead of making it sound like a hate-speech, it appears to be a satirical punchline that somewhat evaluates woman‘s world. in statement (i), the speaker says that she hates it whenever she sees a couple doing sports together. in contrast, the speaker of statement (ii) aims to seek for her audience to take her side in hating couples who does the exercise together. moreover, a few tweets also express a pessimistic thoughts about the future change in life as an adult, as expressed in statement (iii) and (iv). through those statements, it indicates that some women may not feel prepared to move forward to becoming a typical adult dealing with typical gender norms, and feel as if being alone means little responsibility to bear. having read about young women‘s humor preference which includes stories about everyday life, coates (1996) in crawford (2003) asserted that they apparently don‘t only function as 59 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. self-deprecation, but are also tools to construct a ―community of shared understandings‖ (p. 1413) about the absurdities that occur in life. meaning, those lines try to reveal particularly women‘s vulnerability in order to not only engage with other women, but also to display oneself as ordinary in order to create a mutual understanding between one another more easily. conclusion as a final recap, self-deprecating humor articulate young women‘s refutation towards diet culture and the thoughts about their body and surroundings. selfdeprecation serves as a comfort space for women where overeating attitudes and statements of dodging diet culture are preached and validated, giving them an extra boost of confidence to live within their body by demonstrating a series of random written expressions about junk food consumption and the fat they have. as stated by matwick and matwick (2017), self-deprecation ―protects them from judgment because she is the first to point out her flaws, such as lack of organization, control, and moderation‖ (p. 37). morris (2019) also asserted that ―fat activism is not enough to liberate them from oppressive structures, yet the process of ―speaking fat‖ works to subvert discourses of fatness and provide comfort to fat women‖ (p. 143). meanwhile, mckinley (2017) contended that ―being fat may function as a form of resistance to gender ideologies for women‖ (p. 97). based on the analysis, self-deprecation is also found out to serve as a means of criticizing the tormenting physical exercise that is commonly done by young women in order to achieve their thin ideal body, making it something they don‘t desire but are forced to do. self-deprecating humor is also explored to have a power in building up mutual understandings between the speaker and the audience throughout revealing their vulnerability, particularly when it comes to occurrence like seeing a couple doing a physical exercise together or fearing about the future happenings where they can no longer do things as their wish. however, attempts like publicizing self-deprecating humor apparently hasn‘t been adequate to help young women begin to feel good about their body and completely refrain from the toxic perception of diet culture that would lead them to a never-ending dissatisfaction towards their current shape. mckinley (2017) contended that ―the ideologies of weight closely parallel to ideologies of woman-hood‖ (p. 110). this is due to the societal reality that young women are still constrained to have ideal body shape. chapman and maclean (1993) emphasized that it‘s important for young female to be successful in corresponding to their peer group expectations and advancing intimate relationships. nevertheless, to maintain a slim figure is also assumed as ―contributing to both goals‖ (p. 111). social media has indeed become an important aspect in the life of society that it provides them a space to express their thoughts, and at the same time delivers certain values that has long become perceived as the truth, such as how a woman should look like. it is, therefore, necessary to be critical enough when digesting a particular statement or judgement, specifically regarding the thoughts about diet culture. the idea of gathering the notions of anti-diet culture through a series of self-deprecating humor might have worked out as a tool for women‘s empowerment and self-acceptance. however, as stated by jovanovski (2017), detrimental concepts of choice and 60 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. empowerment are utilized to prolong their insecurity towards their body amidst the narratives related to identification of post-feminist and liberal-individualist. the research suggests further examination on how language is utilized to empower fat movement within the society of both gender. further research might also be needed to focus on how the audience of the page react to the posts they have served as their feeds, and how it brings influence in the way particularly young women perceive diet culture. primary reading apte, m. l. 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(2018). is an ideal sense of humor gendered? a cross-national study. frontiers in psychology, 9, 199. 62 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. webb, j. b., thomas, e. v., rogers, c. b., clark, v. n., hartsell, e. n., & putz, d. y. (2019). fitspo at every size? a comparative content analysis of# curvyfit versus# curvyyoga instagram images. fat studies, 8(2), 154-172. webb, j. b., vinoski, e. r., bonar, a. s., davies, a. e., & etzel, l. (2017). fat is fashionable and fit: a comparative content analysis of fatspiration and health at every size® instagram images. body image, 22, 53-64. ieee paper template in a4 (v1) 73 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. who are americans? analysis of obama and trump’s political speeches on immigration sonia tinshe, *junaidi *corresponding author english studies program, universitas indonesia junaidi@ui.ac.id abstract immigration has been a crucial discussion in the american politics ever since the nation was still writing its constitution. seeing how immigrants have shaped the american society, it is important to see how they are perceived, as minorities, by significant political figures, such as the president. the objective of this paper is to understand the ideology behind obama and trump‘s political speeches about immigration, as well as its relevance to the political discourse and social context in america. five political speeches from obama (2009-2014), as well as two political speeches from trump (2016-2017) are analyzed, as the primary data, using critical discourse analysis, particularly fairclough‘s (1993) three-dimensional framework. the finding shows that obama‘s and trump‘s ideology on immigration is related with their idea of the immigrant‘s identity in american society. it is shown through their word choice, such as pejorative adjective, and the theme related with the issue of immigration. seen from the political discourse, the speeches are showing perceived superiority that the presidents have over immigrants. moreover, from the social perspective, it dehumanizes and reduces the identity of immigrants. keywords: critical discourse analysis, american identity, ideology, immigration, political speech introduction "give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. send these, the homeless, tempest-tost to me, i lift my lamp beside the golden door!" the new colossus, emma lazarus (1883) the sonnet ‗the new colossus‘ by emma lazarus (1883) gives a perfect portrayal of the american‘s attitude towards immigrants. they welcome the immigrants (―send these, the homeless, tempest-tost to me‖) while simultaneously condemning them using harsh portrayal (―the wretched refuse of your teeming shore‖) (higham, 1984). this attitude could also be seen in the u.s. constitution. for instance, schlesinger, (1971) explains that in 1798, the federalist party, dominated by aristocratic sympathies, passed the alien and sedition acts and the naturalization law. they were afraid that immigrants, or as they referred to as ―aliens‖, would pollute the american constitution, as they were giving ―a democratizing influence on american life.'' however, the legislation did not survive at the end. meanwhile, weisberger (1994) argues that the united states ―was created by settlers who arrived from elsewhere, who deliberately and calculatedly invited and urged others to follow them, and who encouraged the process in mailto:junaidi@ui.ac.id 74 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. ways that were unique‖. this dual attitude towards immigrants is still prominent until recent years. by 2016, more than 43.7 million immigrants resided in the united states with an estimated of 11 million unauthorized immigrants in 2014 (the migration policy institute, 2018). mexico and central america accounted for most unauthorized immigrants with an estimated number of 7.9 million people in total. while some of the immigrants have education, 29% of the overall immigrant population is lacking a high school diploma. this led to the popular notion that immigrants are ruining american economy and society. as quoted from gold (2009), david stoll, an american anthropologist, suggests that the immigrants are threatening the national unity. ―because contemporary immigrants are non-european, uneducated, poor, motivated by financial gain and uninterested in joining the moral community of american society, their presence threatens national unity, obscures american citizens‘ obligations to one another and will shortly change the us into a minority–majority society" (gold, 2009) this problematic attitude towards the immigrants is one of the reasons why the american society is torn apart. however, the dual attitude towards immigrants comes not only from the public, but also from significant figures in the u.s. politics. in 2014, president barack obama delivered a speech about the new immigration policy that will be implemented. in his speech, he talks about how ―deportations of criminals‖ are going to be the focus of the new policy. similar to obama‘s speech, donald trump also addressed his future plan for immigration in his rally speech in phoenix, arizona on 2016. he states that ―countless innocent american lives have been stolen because our politicians have failed in their duty to secure our borders and enforce our laws‖. he outspokenly says that he wanted to build a wall to prevent illegal immigrants, especially from mexico, to enter america. seeing how immigration has shaped the american society since it was built up till now, it is important to see how immigration is perceived by these powerful political figures, as the president. moreover, the ideology behind obama and trump‘s speeches could also shed some lights of how immigrants are positioned in the american society. fairclough and wodak (1997) argue that language can be used as a form of action to change the world, while simultaneously become a form of action that is connected socially and historically with other social aspects. moreover, threadgold (1989) also argues that texts are never ideology free, objective, nor can they be separated from the social realities. therefore, political discourse can be seen in almost every text. in political discourse, critical discourse analysis (cda) sees the notion of discursive practices as a "conceptualized" relation between power and dominance in the society and how it relates to control the production and the reproduction of text in a particular culture (fairclough, 1995). because it considers the power dominance in a social and cultural context, cda is often used to analyze political discourse. not only cda analyses the language factors used in a text, it also considers the social and cultural context of a text. analysis of political speeches, particularly on the study case of barack obama, has been discussed a few times. boyd (2009) analyzes the discourse about race and 75 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. identity behind barack obama‘s speeches. the result shows that the speeches, like any other historically significant speeches, are influenced by the current social practice, as well as influencing it. feng and liu (2010) analyze the interpersonal meaning behind obama‘s 100 th day speech. they find out that obama delivered his interpersonal meaning through a few strategies, and used them to express his political purpose which is to gain trust from his audience. mohammadi and biria (2012) compare political speeches from two former presidents of the united states, obama and bush. they find a relation between language, power, and ideology by analyzing the rhetorical devices used and the discursive characteristic of the speeches. krampa and sarfo (2013) also find that both of the former presidents projected terrorism in a very negative way. they believe that this is the sign of nationalism that obama and bush wanted to convey in their speeches. while there are a lot of studies that discuss about obama and bush political speeches, it is still hard to find ones that compares obama and trump‘s political speeches. moreover, these studies are mostly talking about the linguistic strategy that is used and its purpose. thus, this study will compare obama and trump‘s political speeches and look into it beyond the linguistic elements. as they are the two recent president of the united states, their policy as well as their speech plays a big role in shaping the immigrant discourse. the aim of this study is to understand the ideology behind obama and trump‘s speech about immigration. in order to do that, the study is going to answer the question of how they define immigrants in their speech. simultaneously, it will also answer the question of how they place immigrant in the american society. to answer these questions, their speeches are going to be analyzed through the three-dimensional framework by norman fairclough. using the threedimensional framework, the ideology can be understood by first analyzing the text. after that, its production and distribution in the political discourse will be seen through the notion of power relation. finally, the relation between these speeches with the society will be seen through how they put immigrant in the american society. literature review critical discourse analysis since it was first published, the framework of critical discourse analysis (cda) has been increasingly popular. due to its rising popularity, there are some ‗discourse analysis‘ works that are called as cda, although arguably they might not be one. paltridge (2008) defines ‗discourse analysis‘ as ―an approach to the analysis of language that looks at the patterns of language across text as well as the social and cultural context in which the texts occur‖. meanwhile to distinguish between critical discourse analysis and discourse analysis, fairclough (1995) mentions three characteristics of cda. first of all, cda analyses not only the discourse of a text, but also its relationship with other elements in a social process. secondly, cda includes some form of systematic analysis to a text rather than just a general commentary of a discourse. last but not least, cda addresses social issue and their discursive aspects. as it is not only giving a general comment, it aims to mitigate these issues by also being a normative critique. because of these characteristics, cda can be used in analyzing the political dominance and ideology that are manifested in the social life and social form. 76 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. ideology has been a crucial part in the development of cda by fairclough. faiclough (1995) sees ideology as a significant element of process in which the relation of power is established, maintained, enacted and transformed. he makes three claims about ideology and language. the first claim is that ideologies can be primarily located in the implicit or unsaid propositions of a text. fairclough also see that ideology can be seen from the ‗assumed knowledge‘ or the ‗background knowledge‘ that is implicitly put in a text. the second one is that interaction and interpersonal meaning may be ideological. this is related to the widely discussed ‗ideational meaning‘ from halliday (1978) in which the content of the text is formed. lastly, fairclough claims that ―the theorization of power as in part ‗ideological/discoursal‘, the power to shape orders of discourse, to order discursive practices in dominance‖ (1995). in his study, fairclough uses a three-dimensional framework to analyze the relation between social practice and the political discourse. the three-dimensional framework starts with a text analysis. in the first dimension, fairclough analyze the text regarding its grammatical structure as well as words used. in the second dimension, he relates the text with its discursive practice. this is related with the production, distribution, and consumption of the text, or as known as the context of the text. in this layer, the discourse of the text is really important, as it will show how the text contributes the whole discourse. the last dimension is what usually called as the social practice. it is related with the text and the discourse as a whole social practice. this also means that a critical discourse analysis can only be ‗critical‘ if it‘s related with the full social practice. pejorative word choice, power-relation, and identity fairclough (2011) states that ―discursive practices may have major ideological effects‖. he argues that discursive practice helps shape power relation in the society through the ways in which they represent and position certain group of people. because discursive practice possesses such a critical part in society, cda aims to reveal the ways in which language is utilized in such practice. it analyzes everyday practices to find the abuse of power generally achieved under the guise of common-sense assumptions (strauss and feiz, 2014, p. 315). they claim that power structures are revealed, created and transferred or retained through language. in regard to immigration, wodak (2016) sees that language is used to emphasize power relation. he conceptualizes it into the text discursive practice social practice figure 1. fairclough‘s three-dimensional framework (1993) 77 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. politics of fear, in which immigrants are targeted and used as scapegoat. the fear is constructed for the purpose of building the foundation for politicians to construct and identify themselves as saviors for these immigrants. individuals are never outside cultural forces or discursive practices but always ‗subject‘ to them. their identities are governed by a range of ‗subject positions‘ (‗ways of being‘), approved by their community or culture, and made available to them by means of the particular discourses operating within a given social context. if people do not conform to these approved discourses in terms of how they speak, act and behave, they may be stigmatized by others with labels such as ‗weird‘, ‗a misfit‘, ‗a freak‘ or ‗an outsider‘. the people who are stigmatized are usually powerless and they have to follow the convention. meanwhile, those who are pressuring people to conform are usually in power, they have the privilege to create the convention. language therefore acts as a regulatory force to press individuals to conform to socially approved patterns of speech and behavior. the construction of identity is a process that involves power relation between the superordinate and the subordinate. in political discourse, it is important to see this power relation as political speech has its own power. political speeches, usually spoken by those in power possess power to construct idea and identity. moreover, political speech could also construct a group identity. method this article uses qualitative as well as library research. the primary data is taken from obama‘s and trump‘s political speeches. there are five speeches from obama and two speeches from trump. the transcripts of the speeches are taken from the american presidency project i by university of california, santa barbara. these speeches are chosen out of hundreds of political speeches that they delivered because the main topic of these speeches was immigration. it is important that the data only discussed immigration so that the ideology regarding the issue can be specifically highlighted. the speeches come from different settings, time, and audience in order to show how different contexts may affect the speeches differently. for the purpose of this article, the speeches are referred in codes. for obama‘s speeches, they are referred as o1, o2, o3, o4, and o5. whereas for trump‘s speeches they are referred as t1 and t2. the details about these speeches are explained in the table below. 78 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. table 1. details of the data; obama‘s and trump‘s political speeches. code obama trump 1 april 3, 2006 floor statement of senator barack obama immigration reform august 31, 2016 trump-pence rally pheonix, arizona 2 may 4, 2006 immigration rallies and status of reform podcast december 9, 2017 the president's weekly address 3 november 22, 2014 the president's weekly address 4 november 21, 2014 memorandum on modernizing and streamlining the united states immigrant visa system for the 21st century 5 november 20, 2014 address to the nation on immigration reform these speeches are analyzed using fairclough‘s (1993) three-dimensional framework; textual, discursive practice, and social practice. from the textual dimension, the word choice and the themes in the speeches are analyzed. the words or phrases that are being analyzed are pejorative words, which could reflect the president‘s attitude towards immigration. moreover, the themes that are related with immigrants are analyzed to show how they identify immigrants. in the discursive practice dimension, the speeches are seen as products of political discourse. because of that, it is assumed that the speeches possess power to construct the society. last, the speeches are seen from the perspective of american society as a whole. thus the answer to the question ―who are americans?‖ can be defined by placing these speeches as part of the discourse of the american society. finally, through these three dimensions of analysis, the ideology behind obama‘s and trump‘s political speeches can be understood. what‘s more, it will give a clear understanding about how immigrants, as a minority and powerless group, are positioned by the presidents. 79 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. result this section explains about the textual analysis of obama and trump‘s political speeches. this includes ways in which barack obama and donald trump represent immigrants especially those who are undocumented. there are two major recurring patterns that can be seen from both presidents. the first is how they choose to define immigrants using certain pejorative words. the second is how they relate immigration with certain themes in the immigration discourse. word choice because barack obama and donald trump come from two different political parties, it is commonly presumed that they would describe immigrants in contrasting manners. surprisingly, both obama and trump actually address immigrants almost in a uniform manner. they mostly use pejorative words to modify and describe immigrants in their political speeches. table 2 and table 3 show the pejorative words used by obama and trump when describing immigrants. table 2. pejorative words or clauses used by obama to describe immigrants from the data pejorative words/ phrases frequency illegal immigrant(s) 5 undocumented immigrant(s) 13 undocumented alien 1 undocumented population 2 felon (felony), criminal 7 table 3. pejorative words or clauses used by trump to describe immigrants from the data pejorative words/phrases frequency illegal immigrant(s) 16 criminal aliens 13 lower skilled 2 violent (criminals) 3 gang members 1 felon 1 from the tables above, it can be seen that both obama and trump refer to most immigrants as ‗illegal immigrant(s)‘ in their speeches. obama uses ‗illegal immigrant(s)‘ five times in his five speeches, while trump uses the term sixteen times in 80 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. two speeches. in addition, obama prefers to use the term ‗undocumented immigrant(s)‘, as he uses the term more often. in contrast, trump never use the term in his whole speech. he prefers to use the term ‗illegal immigrants‘ rather than ‗undocumented immigrants.‘ the term ‗undocumented immigrant‘ is considered as politically correct, and this is the term that the immigrants preferred themselves. these findings suggest that although both have a similar attitude in seeing immigrants as ―illegal‖, they have a different degree of tolerance. from their preference, it could also be argued that obama and trump see and identify immigrant differently. obama prefers to identify immigrants as ―undocumented‖, while trump straight up sees immigrants as ―illegal‖. another noticeable difference that can be seen from the tables is how trump uses more adjective to descriptive immigrants than obama. trump mentions about the illegal immigrants being ‗criminals‘, ‗lower skilled‘, ‗violent‘. in his two speeches, trump uses these terms to define immigrants. meanwhile, obama never really use any adjectives to describe the immigrants. in whole of his five speeches, never once obama describes immigrants using negative adjectives. this suggests that while obama still put some space when identifying immigrants in the american society, he does not have any personal negative judgment towards them. on the other hand, by using more adjectives, trump can be seen as having more negative bias towards immigrants. it is also interesting that while obama and trump mostly use negative pejorative when referring to immigrants, they also tend to describe american people using ―negative‖ adjectives. table 4 below shows the words used by obama and trump to describe american people. table 4. words used to describe american in the data obama trump poor innocent forgotten incredible welcoming vulnerable generous unemployed the finding shows that the two presidents use pejorative words in a peculiar manner. instead of using them to relate american people with negative representation, it is used to show how vulnerable the american society is because of immigration. from the table above, it can be seen that obama uses the word ‗poor‘ and ‗forgotten‘ when describing the americans. however, this is not referring to social status. in the sentence, obama mentions americans as ‗poor‘ and ‗forgotten‘ to show how the u.s. legislation is forgetting americans. obama said that ―our conscience can't rest so long as 37 million americans are poor and forgotten by their leaders in washington and by the media elites‖ (obama, 2007). this is quite similar with the way obama refers to immigrants as ‗hungry‘ to prove his point about immigrants needing their help. meanwhile, trump also describes americans in a similar manner. he addresses them as ‗vulnerable‘ and 81 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. ‗unemployed‘, not to degrade american people, but to emphasize how undocumented immigrants are ruining their nation. in short, while obama and trump use similar words to address immigrants, they still prefer using different terms. obama prefers using the term ―undocumented immigrants‖, while trump prefers the term ―illegal immigrants‖ or ―illegal aliens‖. interestingly, they also use negative description when referring to american. however, the negative description given to the american people is actually their strategy to differentiate between ―immigrants‖ and ―americans‖ theme in the united states of america, immigration is a complicated issue. it is complicated because immigration is related with other social problems that people believe comes along with the immigrants who come to america. in their speech, obama and trump relate immigration with several other themes. from the five speeches that have been analyzed, obama relates immigration with six other themes: economy, national security, refugee/humanitarian, family/children, and education. figure 2 depicts the proportion of issues that are related with immigration in five of obama‘s speeches. the most talked about theme is economy. in his speech, obama talks about how immigration is affecting as well as being affected by the american economy as much as 11 times. another theme that is discussed quite a few times is national security. the issue of national security is usually related with how a lot of undocumented immigrants are criminals. he also talks about immigration as a humanitarian issue. this is because he sees that a lot of immigrants who come to the usa are refugees. two other themes that are also discussed, although not much, are family/children and education. obama talks about how the immigration system is unfair to the children who are born in the usa while their parents are immigrants. regarding education, obama states that most of the people who have phd in america are national security: 8 times economy: 11 times family/ children: 2 times refugee/ humanitarian: 5 times education: 2 times figure 2. obama‘s topic regarding immigration discourse from five political speeches 82 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. immigrants. this means that immigrants actually play a huge role in the american education. similar to obama, trump also relates immigration with other themes in the united states of america. however, he only relates immigration with four other themes. as can be seen from figure 3, the main theme that trump discussed when talking about immigration is national security. in the speeches that are being analyzed, trump talks about how immigrants could jeopardize the safety of americans 17 times. he sees illegal immigrants as criminals. trump also talks about race and ethnicity. this topic is discussed for 7 times in his speeches. he relates immigration and race and ethnicity by mentioning about latino and african-americans. surprisingly, he only talks about immigration and its effect on american economy five times. the very least topic that trump discusses is immigration and refugee. he says that he will not let america becomes like europe by allowing every refugee in. in short, a quite significant difference can be seen in the themes discussed by obama and trump. the main concern of obama in the immigration discourse is its relationship with american economy. the second most talked about theme in his speech is national security. while he only mentions about humanitarian/refugee five times in the speeches, it is still a quite prominent topic. on the other hand, trump‘s priority when talking about immigration is, surprisingly, national security. unlike obama, trump is more concern with the national security rather than economy when it comes to immigrants. still, trump is also concerned with the economy by addressing the issue five times. perhaps the least unsurprising result is how trump only speak about humanitarian/refugee once in whole of his speeches. discussion power relation the use pejorative word choice and the theme that is being related with immigration in obama and trump‘s speeches are suggesting superiority over immigrants. in obama‘s speeches, this notion is explicitly stated. some of the words that economy: 5 times national security: 17 times race/ethnicity: 7 times humanitarian/ refugee: 1 time figure 3. trump‘s topic in immigration discourse 83 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. he uses suggest that he sees immigrants as a problem for america. the immigrants are seen as a marginal group as they don‘t have any legal right in america. an example can be drawn from o2 where obama is concerned with how illegal immigrants are being taken advantages of. ―on the other hand, to those who are fearful of these immigrants, in some cases because they have come to represent a loss of control for the country and its borders, i would just say to them that we can't have a country in which you have a servant class that is picking our lettuce or plucking our chickens or looking after our children or mowing our lawns but who never have the full rights and obligations of citizenship.‖ (obama, 2006) from this excerpt, obama is showing how immigrants are powerless as they never ―have the full rights and obligations of citizenship‖. the statement also shows the notion that americans have power over the immigrants. moreover, the speeches also create the idea that immigrants are always treated as the second-class group. however, there is also a statement from obama about being a part of immigrant story in o1. obama says that ―like millions of americans, the immigrant story is also his story.‖ this statement is mitigating his superiority over the immigrants. he is showing that because he comes from a same background and thus understands the immigrants. on the other hand, trump uses pejorative word choice to the fullest as he is not afraid to admit that he hates immigrants. this unmitigated pejorative shows how trump feels about himself, as a president, and about immigrants. in some of his statements, it can be seen that he looks down to immigrants. ―... this doesn't change the fact that most illegal immigrants are lower skilled workers with less education, who compete directly against vulnerable american workers, and that these illegal workers draw much more out from the system than they can ever possibly pay back.‖ (trump, 2016) his statement about illegal immigrants further supports the general assumption in american society about immigrants, as being the root of all their problems. trump bluntly states that immigrants could never possibly pay them back. this statement suggests that immigrants are in debt to the american people. clearly, those who are in debt are powerless to their debtor. it emphasizes that american people are superior to immigrants because immigrants ―owe‖ them. both obama and trump are claiming their superiority by stating that immigrants would never have what the american people have. this shows that the discourse of immigrants is heavily influenced by those who have power in politics and in law. identity the result shows that obama and trump describe the immigrants‘ identity as ‗anti-american‘. this can be seen from how they choose to represent the idea of immigrants. obama and trump use pejorative words to describe immigrants. these words, coming from such significant figures could affect how the society defines immigrants, thus constructing the immigrant identity. even though in general it could be argued that they have similar view towards immigrant identity, there are still a few differences in obama and trump‘s ideology about american identity. 84 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. first of all, obama sees america as a nation of immigrants. this ideology about america as a nation of immigrants is clearly stated in his speeches. in five speeches, he states that ―america is a nation of immigrants‖ six times. he states this at least once in every speech. by mentioning this in his political speeches, obama is trying to emphasize and remind america that they were in fact immigrants. obama also say that america is colorful because of these immigrants. however, he still put some spaces between immigrants and american by stating that america is also a nation of law. for obama, what is important in order to protect the american society is law. he sees that only those who abide the law may become a u.s. citizen. this shows that his ideology of american identity lies in the law. obama mentions that immigrants can become american citizen if they agree to go through several legal stages and abide the law. on november 2014, he mentions that those who have been living in america for more than five years, have american born children or legal residents, could passed the criminal background check, and are willing to pay taxes could stay in america temporarily without the fear of deportation. by saying this, obama is showing how he, as the president of the united states, is opening opportunities for immigrants to become americans. the reason behind this perhaps could be due to the fact that his parents were also immigrants from kenya. because of this, obama is more open to the idea of accepting immigrants as a part of american society. on the other hand, trump does not have the desire to see immigrants as a part of american society at all. in fact, trump is really against the amnesty system that i s implemented by obama. he says that he ―will break the cycle of amnesty and illegal immigration. we will break the cycle. there will be no amnesty‖ (trump, 2016). trump also wishes to deport all of the immigrants. in addition to deporting immigrants, he also wishes to build border walls that will separate america and mexico. this action suggests that he never identify immigrants as a part of american society. in fact, he even hates the fact that immigrants can become american citizen legally. the notion of racial issue could clearly be seen from the beginning of trump‘s speech. in his arizona rally, he clearly mentioned mexican president. he also said that the mexican people ―will pay for it‖. by stating this, he is suggesting that the mexican people are at fault and because of that they need to pay for it. interestingly, this also suggests the racial ―power imbalance‖. by saying that mexico is wrong, trump is suggesting that mexico is also less worthy than american. this could be seen as a ―nationalism‖ issue. however, trump also mentioned other thing, such as hispanic, which showed that it was more about racial issue rather than nationalism. as most people would have noticed by now, most of trump speeches are siding with caucasian or white-american. moreover, his supporters are 80% comprised of white american. this further proves the point that trump‘s is siding with one race rather than with american nationalism. in short, the ideology behind obama and trump‘s political speeches lies in the identity of immigrants and americans. in the early 20th century, the definition of american identity is closely related with white anglo-saxon protestants or wasps. according to trump‘s ideology about the american identity, there is little to no shift 85 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. from the wasps. this ideology is perhaps influenced by his political party. as a part of the republican party, trump is really conservative with the american identity. on the other hand, obama is shifting the idea of american identity through his political speeches. he does not identify americans as only wasps. he sees the identity of america as a colorful nation. the only rule that everyone has to follow if they want to be american citizen is to abide the law. conclusion the study shows that both obama and trump see immigration as a problem in america. it can be seen from how they describe immigrants. they choose words that have negative connotation when describing immigrants. on the other hand, they describe ―americans‖ using the opposite adjectives. this is what is called as ‗negative representation of others‘. in political speech, negative representation of others is often used to contrast the minority from the majority. in addition, the theme that they choose when they talk about immigrants can also show how they see immigrants. when talking about immigrants, both presidents mention about national security and economy. this means that they see illegal immigrants as a threat the national security as well as american economy. the general image of immigrants that the two presidents are representing is immigrant as ―anti-american‖. looking at these, it can be seen that obama and trump‘s ideology regarding immigration lies on the notion of americans and immigrant‘s identity. while obama could identify immigrants as a part of american society, trump never sees immigrants as a part of the american society. the reason lies not only behind their political parties, but also behind their racial identity. obama, as a democrat, leans towards centralist view. this could be seen from how they mitigate the identity of americans while at the same time maintain the national identity. on the other hand, trump is a republican. republican party is known to have a right-wing view in the politics. they are fundamentalist and conservatives. obama and trump racial identity might also play a huge role in their ideology. as obama comes from a minority race, he could relate to the immigrants‘ discourse as minority. meanwhile, trump as a white-american never experience being a minority. although the ideology of immigration could be seen from their speeches alone, a further study regarding immigration and ideology should be seen from the policy as well. the policy could show how the presidents take actions on immigration, not only from their words but from their actions as well. a throughout analysis of obama and trump could also uses data from different time and different occasion. seeing how they represent immigration in a non-formal context could also shine more light into their values regarding immigration. moreover, this article only discusses the immigration discourse through the perspective of people in power. in the future, a deeper study can be conducted to see immigration from the voice of immigrants. perhaps by understanding the discourse though the eyes of the minority, there could be more understanding of why such identity is always bestowed upon them. 86 celtic: a journal of culture, english language teaching, literature & linguistics issn: 2356-0401, e-issn: 2621-9158, vol. 6, no. 2, december 2019. references baxter, j. 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